دورية أكاديمية
Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms
| العنوان: | Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms |
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| اللغة: | English |
| المؤلفون: | Kathrin E. Maki (ORCID |
| المصدر: | Journal of Behavioral Education. 2024 33(1):184-207. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades Grade 5 Middle Schools |
| Descriptors: | Retention (Psychology), Mathematics Skills, Intervention, Multiplication, Grade 4, Grade 5, Drills (Practice), Mathematics Instruction, Teaching Methods, Mathematics Achievement |
| DOI: | 10.1007/s10864-022-09482-5 |
| تدمد: | 1053-0819 1573-3513 |
| مستخلص: | Incremental rehearsal (IR) has consistently been shown to improve students' math fact retention and fluency (Maki et al., Journal of Behavioral Education 30:534-558, 2021). However, less is known about how intervention modifications may support longer-term skill maintenance. The purpose of this study was to compare traditional IR with a modified IR (shuffle IR; ShIR) in which known multiplication facts were shuffled between sequences using a cumulative acquisition design with six fourth- and fifth-grade students. All participants retained and maintained more facts in IR and ShIR compared to a control condition. However, IR or ShIR did not consistently result in greater retention than the other, with three students demonstrating greater retention in the IR condition and three students demonstrating greater retention in the ShIR condition. Most participants demonstrated greater fact maintenance in the ShIR condition than in the IR condition. All participants made fewer intervention session errors in the condition in which they retained more multiplication facts. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1418596 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 1053-0819 1573-3513 |
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| DOI: | 10.1007/s10864-022-09482-5 |