ERIC Number: EJ1217867
Record Type: Journal
Publication Date: 2019-Jun
Abstractor: As Provided
Applying Spaced Practice in the Schools to Teach Math Vocabulary
Petersen-Brown, Shawna; Lundberg, Ashlee R.; Ray, Jannine E.; Dela Paz, Iwalani N.; Riss, Carrington L.; Panahon, Carlos J.
Psychology in the Schools, v56 n6 p977-991 Jun 2019
Spaced practice, or the distribution of practice opportunities across time, is a well-known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhaps as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the spaced practice. Using a quasi-experimental between-subjects design, we taught 62 third- and fourth-grade students eight math vocabulary words under two patterns of spaced practice (fixed interval and expanded interval) and massed practice. Results showed a benefit of spaced practice over massed practice, but no difference between fixed interval and expanded interval spaced practice. The findings suggest that spaced practice may be implemented to improve the retention of math vocabulary words; however, more research is needed to provide guidelines to support educators in implementing spaced practice in schools.
Descriptors: Mathematics Instruction, Vocabulary Development, Teaching Methods, Retention (Psychology), Grade 3, Grade 4, Elementary School Students, Guidelines, Educational Benefits, Comparative Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A