Explicit Instruction with or without High-"p" Sequences: Which Is More Effective to Teach Multiplication Facts?

Autor/inn/en	Lee, David L.; Stansbery, Sam; Kubina, Richard, Jr.; Wannarka, Rachel
Titel	Explicit Instruction with or without High-"p" Sequences: Which Is More Effective to Teach Multiplication Facts?
Quelle	In: Journal of Behavioral Education, 14 (2005) 4, S.267-281 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-005-8650-x
Schlagwörter	Multiplication; Mathematics Instruction; Mathematics Skills; Elementary School Students; Elementary School Mathematics; Instructional Effectiveness; Teaching Methods; Time on Task; Special Education + Suchen Sie Ihr Suchwort? Multiplikation; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitaufwand; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Basic fact acquisition is an important component for developing higher-order math skills. However, getting students with a history of academic noncompliance to engage in activities related to skills acquisition can be difficult. Prior research demonstrates that engagement increases when nonpreferred activities are preceded by a series of brief activities with a high probability of completion. This technique, called high-"p" task/request sequences, was not fully explored within the context of skill acquisition. The purpose of this study was to examine the effects of adding high-"p" sequences to explicit instruction on the math fact acquisition of three elementary-age students in a learning support classroom. Results showed no differences in fact acquisition between explicit instruction and explicit instruction with an added high-"p" component. However, the high-"p" sessions took nearly twice as long to complete when compared to explicit instruction alone. Implications for instructional efficiency and limitations of the high-"p" procedures for acquisition tasks are discussed. (Author).
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