NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1098493
Record Type: Journal
Publication Date: 2016-May
Pages: 18
Abstractor: As Provided
ISSN: ISSN-0731-9487
Effects of Two Interventions on Solving Basic Fact Problems by Second Graders with Mathematics Learning Disabilities
Dennis, Minyi Shih; Sorrells, Audrey McCray; Falcomata, Terry S.
Learning Disability Quarterly, v39 n2 p95-112 May 2016
This study used a multiple probe across participants design, replicated across two interventions and counterbalanced across participant groups to examine the effects of number sense intervention and extensive practice intervention on strategy transformation when students with mathematics learning disabilities (MLD) solved basic fact problems. In addition, the effects of both interventions on students' fact retrieval performance and generalization performance were also tested. To examine the effects of each intervention, the participants were divided into two groups and the order of the interventions was varied between the two groups. The results showed that, in general, students demonstrated a greater extent of strategy transformation and generalization after receiving the number sense intervention. However, the extensive practice intervention promoted students' use of retrieval-based strategies to solve basic facts. Findings suggested that both interventions had positive impacts on students with MLD and should be used in tandem.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
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