title: Comparison of a math fact rehearsal and a mnemonic strategy approach for improving math fact fluency.
abstract: The current study used a randomized controlled trial to compare the effects of a practice-based intervention and a mnemonic strategy intervention on the retention and application of single-digit multiplication facts with 90 third- and fourth-grade students with math difficulties. Changes in retention and application were assessed separately using one-way ANCOVAs in which students' pretest scores were included as the covariate. Students in the practice-based intervention group had higher retention scores (expressed as the total number of digits correct per minute) relative to the control group. No statistically significant between-group differences were observed for application scores. Practical and theoretical implications for interventions targeting basic multiplication facts are discussed.
authors.affiliation: University of Minnesota, USA.
authors.forename: Peter M
authors.initials: PM
authors.lastname: Nelson
authors.forename: Matthew K
authors.initials: MK
authors.lastname: Burns
authors.forename: Rebecca
authors.initials: R
authors.lastname: Kanive
authors.forename: James E
authors.initials: JE
authors.lastname: Ysseldyke
mesh_terms: D002648:Child; D003194:Computer-Assisted Instruction / Q000379:methods*; D060705:Dyscalculia / Q000523:psychology / Q000628:therapy; D004521:Educational Measurement / Q000379:methods*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008433:Mathematics / Q000193:education*; D008910:Minnesota; D016896:Treatment Outcome
keywords: Computer-based interventions; Multiplication facts; Repetition