Literaturnachweis - Detailanzeige
| Autor/inn/en | Miller, Kelli C.; Skinner, Christopher H.; Gibby, Lana; Galyon, Charles E.; Meadows-Allen, Sadonya |
|---|---|
| Titel | Evaluating Generalization of Addition-Fact Fluency Using the Taped-Problems Procedure in a Second-Grade Classroom |
| Quelle | In: Journal of Behavioral Education, 20 (2011) 3, S.203-220 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-0819 |
| DOI | 10.1007/s10864-011-9126-9 |
| Schlagwörter | Generalization; Problem Sets; Elementary School Mathematics; Mathematics Achievement; Addition; Intervention; Mathematics Instruction; Instructional Effectiveness; Student Improvement; Grade 2; Elementary School Students |
| Abstract | A multiple-baseline design across math-fact sets was used to evaluate the effects of a taped-problems intervention on students' performance with addition facts and their inverses in an intact, rural, second-grade classroom. Results suggested that the procedure was effective in improving fluency on math facts as well as their inverses. Across 3 sets of math facts, 15 students increased their fluency (i.e., average increases of 5 digits correct per min or more) on math-problem sets and these improvements were maintained over time. Additionally, results provide evidence that these increases generalized to inverse-problem sets. However, 4 students showed little gains (i.e., average increases of fewer than 5 digits correct per min) on math problems. Discussion focuses on evaluating academic interventions for generalization and directions for future research. (As Provided). |
| Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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