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ERIC Number: EJ1052204
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1537-7903
A Comparison of Taped-Problem Interventions to Increase Math Fact Fluency: Does the Length of Time Delay Affect Student Learning Rates?
Poncy, Brian C.; Jaspers, Kathryn E.; Hansmann, Paul R.; Bui, Levita; Matthew, William B.
Journal of Applied School Psychology, v31 n1 p63-82 2015
An alternating treatments design with a control condition was used to evaluate and compare the effects of two taped-problem interventions on addition fact fluency. Both taped-problem interventions were identical with the exception of the time delay between the auditory cue of the problem and the answer. One condition used a 2-s delay and the other condition used no delay. Results showed that both taped-problem conditions showed growth in student digits correct per minute scores and that the no-delay condition was slightly more efficient as the taped-problem no-delay procedure took approximately 33% less time. Discussion focuses on using comparative intervention designs to detect nuances in procedures to improve our understanding of math fact interventions that result in the highest learning rates.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A