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ERIC Number: EJ1116139
Record Type: Journal
Publication Date: 2016-Nov
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1053-4512
Using High-Probability Instructional Sequences and Explicit Instruction to Teach Multiplication Facts
Leach, Debra
Intervention in School and Clinic, v52 n2 p102-107 Nov 2016
Students with learning disabilities often struggle with math fact fluency and require specialized interventions to recall basic facts. Deficits in math fact fluency can result in later difficulties when learning higher-level mathematical computation, concepts, and problem solving. The response-to-intervention (RTI) and multitiered-systems-of-support (MTSS) approaches for delivering research-based interventions to struggling learners provide educators with the structural frameworks necessary for planning tiered interventions to address skill deficits. Some schools have been implementing RTI/MTSS for years, while others have recently started using these frameworks. Regardless of the number of years delivering tiered interventions, educators benefit from learning about additional interventions they can implement for students requiring tertiary supports (i.e., Tier 3). This article provides readers with a detailed explanation of a Tier 3 multiplication fact fluency intervention that involves the use of high-probability instructional sequences and explicit, systematic, intensive instruction to increase motivation and fluency development.
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 - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A