Evaluating and comparing three variations of cover, copy, and compare on multiplication fact fluency.

A longitudinal randomized design was used with a sample of 57 third-grade students to evaluate and compare the effectiveness of three variations of cover, copy, and compare (CCC; traditional CCC, CCC-answer only, and CCC-paired responding) on multiplication fluency in third-grade students. Traditional CCC requires students to write the problem and answer as a response, CCC-answer only requires students only to write the answer, and CCC-paired responding requires students to write the answer only, then verbally state the problem and answer twice. The interventions occurred for 4 min per day, 5 days per week, across 11 calendar weeks (minus 1 week during a school break). Digits correct per minute (DCPM) level and trend data were significantly higher for each of the CCC variations when compared to control probes, with a posttest unstandardized effect of 7.22 [5.39, 9.10] DCPM. However, there were no significant differences in learning across the three CCC variations. Overall, these results provide additional evidence that all three forms of CCC can enhance math fact fluency and suggest that educators could choose which version to apply based on idiosyncratic or contextual factors. The discussion focuses on future theoretical research designed to investigate these findings and the advantages of studies that evaluate multiple interventions and compare their effectiveness. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A review of common rates of improvement when implementing whole-number operation math interventions.

Understanding typical rates of growth under intervention is necessary to establish what environmental expectations one should have and serves as a benchmark when investigating novel interventions. These trends are not well understood in the math domain. The current study addressed this gap by aggregating available data on digits correct per minute (DCPM) growth in single-skill curriculum-based measurements as students undergo intervention. We synthesized data from 28 single-case studies examining the effects of brief math interventions using empirical Bayes estimates of slope. Subcategories of targeted math operation, initial instructional level, and instructional set size were examined. It was found that the average growth rate across sessions of intervention was 1.62 DCPM, and across blocks of 15 min of instructional time was 3.58 DCPM. However, rates varied based on addressed moderators. Implications for both researchers and practitioners planning single-skill math intervention are addressed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Growth under intervention by means of instructional time expended: Empirical illustrations of applicable models.

The empirical literature on academic intervention has increasingly promoted comparative research, moving the field forward in addressing the question, "What works best?" Poncy et al. (2015), Skinner (2008, 2010), and Skinner, Fletcher, and Henington (1996) have suggested that researchers enhance traditional evaluations of learning (behavior change) by using learning rates (behavior change over instructional time [IT]). The precise documentation or control of IT allows researchers to address confounds commonly found in comparative intervention research, most notably variability in intervention duration. The current article demonstrates how recent developments within the field of single-case analysis creates an opportunity to address Skinner's (2008, 2010), Skinner et al. (1996), and Poncy et al. (2015) IT within the context of comparative intervention research. Specifically, a rationale and tutorial on several coding schemes for the generalized linear model is presented that can be used to isolate the effect of IT. The use of these analyses is demonstrated across design frameworks and when considering individual participants, studies, and research synthesis. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates.

To best remediate academic deficiencies, educators need to not only identify empirically validated interventions but also be able to apply instructional modifications that result in more efficient student learning. The current study compared the effect of massed and distributed practice with an explicit timing intervention to evaluate the extent to which these modifications lead to increased math fact fluency on basic addition problems. Forty-eight third-grade students were placed into one of three groups with each of the groups completing four 1-min math explicit timing procedures each day across 19 days. Group one completed all four 1-min timings consecutively; group two completed two back-to-back 1-min timings in the morning and two back-to-back 1-min timings in the afternoon, and group three completed one, 1-min independent timing four times distributed across the day. Growth curve modeling was used to examine the progress throughout the course of the study. Results suggested that students in the distributed practice conditions, both four times per day and two times per day, showed significantly higher fluency growth rates than those practicing only once per day in a massed format. These results indicate that combining distributed practice with explicit timing procedures is a useful modification that enhances student learning without the addition of extra instructional time when targeting math fact fluency.