The Effects of Folding-In of Basic Mathematics Facts for Students with Disabilities

被引：0

作者：

Swain, Kristine ^{[1
]}

Bertini, Tamara D. ^{[2
]}

Coffey, Dara ^{[3
]}

机构：

[1] Univ Nebraska, Special Educ, Omaha, NE 68182 USA

[2] Glenwood Community Sch, Glenwood, IA USA

[3] Omaha Publ Sch, Omaha, NE USA

来源：

LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL | 2010年 / 16卷 / 01期

关键词：

D O I：

暂无

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

Research in the area of elementary mathematics has been limited in recent years. Direct instruction methods, including drill tasks, have been recommended for elementary students who have mathematics difficulties. This project involves two studies that examined the effectiveness of a specific direct instruction intervention, Folding-In, on the math computation achievement of elementary students. Weekly Curriculum-based measurement (CBM) progress monitoring data, as well as achievement test data, were used to monitor the effectiveness of the intervention, with improvements noted in math fact fluency in both a university-based clinical tutoring and a classroom intervention setting.

引用

页码：23 / 29

页数：7

共 27 条

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