Schematic video and schematic animation were developed to help disadvantaged students solve arithmetic Chinese and English word problems. The participants were 18 disadvantaged students, one of them with suspected LD and another with suspected MR. The major findings were: (1) disadvantaged students without disabilities scored significantly higher in English word problem posttest and transferred to novel problems, (2) the student with suspected LD successfully solved Chinese word problems after teaching and transferred to novel problems also; (3) the student with suspected MR seemed to benefit from the schematic video, but with the help of circle drawing and cash.
