Document Type
Article
Publication Date
2010
Publication Title
Learning Disabilities
Volume
16
Issue
1
First Page
23
Last Page
297
Abstract
Research in the area of elementary mathematics has been limited in recent years. Direct instruction methods, including drill tasks, have been recommended for elementary students who have mathematics difficulties. This project involves two studies that examined the effectiveness of a specific direct instruction intervention, Folding-In, on the math computation achievement of elementary students. Weekly Curriculum-based measurement (CBM) progress monitoring data, as well as achievement test data, were used to monitor the effectiveness of the intervention, with improvements noted in math fact fluency in both a university-based clinical tutoring and a classroom intervention setting.
Recommended Citation
Bertini, Tamara D.; Coffrey, Dara; and Swain, Kristine D., "The Effects of Folding-In of Basic Mathematics Facts for Students with Disabilities" (2010). Special Education and Communication Disorders Faculty Publications. 5.
https://digitalcommons.unomaha.edu/spedfacpub/5
Included in
Elementary and Middle and Secondary Education Administration Commons, Science and Mathematics Education Commons