Literaturnachweis - Detailanzeige
| Autor/inn/en | Poncy, Brian C.; Skinner, Christopher H. |
|---|---|
| Titel | Enhancing First-Grade Students' Addition-Fact Fluency Using Classwide Cover, Copy, and Compare, a Sprint, and Group Rewards |
| Quelle | In: Journal of Applied School Psychology, 27 (2011) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1537-7903 |
| Schlagwörter | Grade 1; Elementary School Students; Mathematics Skills; Task Analysis; Prevention; Instructional Effectiveness; Arithmetic; Mathematics Instruction |
| Abstract | The authors used a multiple-probe, across-tasks design to evaluate the effects of a classwide, multicomponent intervention on first-grade students' addition-fact fluency. Intervention components included "cover, copy, and compare," a 2-min math sprint, and a weekly group reward. Results showed that classwide digits correct per minute averages increased with the staggered introduction of the intervention across problem sets. Baseline phase averages for probe sets A, B, and C were 11.5, 14.3, and 14.3 digits correct per minute and increased to 17.3, 22.7, and 24.4 digits correct per minute during the intervention phase. Discussion focuses on future research related to the classwide academic skill prevention procedures and supplemental procedures designed to enhance intervention effectiveness across contexts. (Contains 1 note, 1 figure and 2 tables.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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