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ERIC Number: EJ936865
Record Type: Journal
Publication Date: 2011-Sep
Pages: 18
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1053-0819
Evaluating Generalization of Addition-Fact Fluency Using the Taped-Problems Procedure in a Second-Grade Classroom
Miller, Kelli C.; Skinner, Christopher H.; Gibby, Lana; Galyon, Charles E.; Meadows-Allen, Sadonya
Journal of Behavioral Education, v20 n3 p203-220 Sep 2011
A multiple-baseline design across math-fact sets was used to evaluate the effects of a taped-problems intervention on students' performance with addition facts and their inverses in an intact, rural, second-grade classroom. Results suggested that the procedure was effective in improving fluency on math facts as well as their inverses. Across 3 sets of math facts, 15 students increased their fluency (i.e., average increases of 5 digits correct per min or more) on math-problem sets and these improvements were maintained over time. Additionally, results provide evidence that these increases generalized to inverse-problem sets. However, 4 students showed little gains (i.e., average increases of fewer than 5 digits correct per min) on math problems. Discussion focuses on evaluating academic interventions for generalization and directions for future research.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education; Elementary Education; Elementary Secondary Education; Grade 2; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A