Return to Concrete-Representational-Abstract (CRA) strategy page.
The Access Center. (2004). Concrete-representational-abstract instructional approach. Washington, D.C.
Flores, M. M. (2010). Using the concrete-representational-abstract sequence to teach subtraction with regrouping to students at risk for failure. Remedial and Special Education, 31(3), 195-207.
Louie, J., Brodesky, A., Brett, J., Yang, L. M., & Tan, Y. (2008). Math education practices for students with disabilities and other struggling learners: Case studies of six schools in two northeast and islands region states (Issues and answers report, REL 2008-No. 053). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, & Regional Educational Laboratory Northeast and Islands.
Sealander, K. A., Johnson, G. R., Lockwood, A. B., & Medina, C. M. (2012). Concrete-semiconcrete-abstract (CSA) instruction: A decision rule for improving instructional efficacy. Assessment for Effective Intervention, 38(1), 53-65.
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.