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Direct linkAdams, Sarah R.; Maki, Kathrin E. – Journal of Applied School Psychology, 2020
A large number of students demonstrate difficulty acquiring and retaining math facts highlighting the need for early math intervention. This study used a single-case cumulative acquisition design to examine the differential effectiveness and efficiency of three drill interventions, incremental rehearsal (IR), incremental rehearsal with visual…
Descriptors: Multiplication, Intervention, Drills (Practice), Retention (Psychology)
