Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency

Peter Marlow Nelson, Matthew K. Burns, Rebecca Kanive, James E. Ysseldyke

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

The current study used a randomized controlled trial to compare the effects of a practice-based intervention and a mnemonic strategy intervention on the retention and application of single-digit multiplication facts with 90 third- and fourth-grade students with math difficulties. Changes in retention and application were assessed separately using one-way ANCOVAs in which students' pretest scores were included as the covariate. Students in the practice-based intervention group had higher retention scores (expressed as the total number of digits correct per minute) relative to the control group. No statistically significant between-group differences were observed for application scores. Practical and theoretical implications for interventions targeting basic multiplication facts are discussed.

Original languageEnglish (US)
Pages (from-to)659-667
Number of pages9
JournalJournal of School Psychology
Volume51
Issue number6
DOIs
StatePublished - Dec 1 2013

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Students
Group
student
intervention strategy
Randomized Controlled Trials
Control Groups

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

Nelson, Peter Marlow ; Burns, Matthew K. ; Kanive, Rebecca ; Ysseldyke, James E. / Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency. In: Journal of School Psychology. 2013 ; Vol. 51, No. 6. pp. 659-667.
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Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency. / Nelson, Peter Marlow; Burns, Matthew K.; Kanive, Rebecca; Ysseldyke, James E.

In: Journal of School Psychology, Vol. 51, No. 6, 01.12.2013, p. 659-667.

Research output: Contribution to journalArticle

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