DEVELOPING MATH AUTOMATICITY USING A CLASSWIDE FLUENCY BUILDING PROCEDURE FOR MIDDLE SCHOOL STUDENTS: A PRELIMINARY STUDY

被引：13

作者：

Axtell, Philip K. ^{[1
]}

McCallum, R. Steve ^{[1
]}

Bell, Sherry Mee ^{[1
]}

Poncy, Brian ^{[2
]}

机构：

[1] Univ Tennessee, Knoxville, TN USA

[2] Oklahoma State Univ, Stillwater, OK 74078 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2009年 / 46卷 / 06期

关键词：

LEARNING-DISABILITIES; INSTRUCTIONAL RATIOS; PERFORMANCE; COMPARE; COVER; COPY; CURRICULUM; RATES; MAINTENANCE; SKILLS;

D O I：

10.1002/pits.20395

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model). (C) 2009 Wiley Periodicals, Inc.

引用

页码：526 / 538

页数：13

共 38 条

[21]

Poncy B.C., 2006, Journal of Evidenced Based Practices for Schools, V7, P47

[22] DIFFERENTIAL-EFFECTS OF FIXED INSTRUCTIONAL RATIOS ON STUDENTS PROGRESS IN READING [J].