Literaturnachweis - Detailanzeige
| Autor/inn/en | Powell, Steven L.; Duhon, Gary; Poncy, Brian C.; Mwavita, Mwarumba; Englen, Alexander J. N. |
|---|---|
| Titel | Distributed Practice in Math Facts Fluency: A Comparative Analysis of Varied Intersession Intervals |
| Quelle | In: School Psychology Review, 51 (2022) 5, S.517-525 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Duhon, Gary) ORCID (Poncy, Brian C.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0279-6015 |
| DOI | 10.1080/2372966X.2020.1802207 |
| Schlagwörter | Mathematics Skills; Elementary School Students; Grade 3; Drills (Practice); Intervals; Time; Intervention; Achievement Gains; Mathematics Achievement; Elementary School Mathematics |
| Abstract | We examined the math facts fluency growth of students receiving explicit timing practice in either a massed, short-distributed, or long-distributed fashion. In a repeated measures group design, 43 Midwestern third-grade students completed four 1-min math probes each day for 20 days. Hierarchical linear modeling revealed that students who received practice separated by a 3-hr interval grew significantly more than students who practiced with a 10-min distribution or a massed presentation. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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