Using a Touch Point Instructional Package to Teach Subtraction Skills to German Elementary Students At-Risk for LD

Autor/inn/en	Urton, Karolina; Grünke, Matthias; Boon, Richard T.
Titel	Using a Touch Point Instructional Package to Teach Subtraction Skills to German Elementary Students At-Risk for LD
Quelle	In: International Electronic Journal of Elementary Education, 14 (2022) 3, S.405-416 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Urton, Karolina) ORCID (Grünke, Matthias) ORCID (Boon, Richard T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Foreign Countries; Elementary School Students; At Risk Students; Grade 1; Students with Disabilities; Learning Disabilities; Mathematics Skills; Mathematics Instruction; Teaching Methods; Multisensory Learning; Instructional Materials; Instructional Effectiveness; Females; Subtraction; Problem Solving; Mathematics Achievement; Effect Size; Intervention; Games; Germany + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sensorische Stimulation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Unterrichtserfolg; Weibliches Geschlecht; Subtraktion; Problemlösen; Mathmatics sikills; Mathematical ability; Game; Spiel; Spiele; Deutschland
Abstract	This study replicates and extends prior research on multisensory mathematics instruction (Grünke, Urton, & Karnes, 2018) by integrating a touch points strategy, performance feedback, reward system, and a reinforcing card game into an instructional package. A multiple baseline design across participants was used to evaluate the effects of the touch points package on the subtraction skills of four German female first year students at-risk for learning disabilities. During intervention, the students were administered eight to eleven treatment sessions to learn how to subtract a one-digit subtrahend from a two-digit minuend up to 18 crossing over the tens barrier. Results indicated that all students made substantial increases in their subtraction performance during intervention. Student performance improved from 0 to 2 out of 10 math problems solved correctly during baseline to between 8 and 10 problems correct by the end of the intervention. Effect sizes observed across the four participants indicated the effectiveness of the intervention ranged from high to very high. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01