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Poncy, Brian C.; Skinner, Christopher H.; McCallum, Elizabeth – Psychology in the Schools, 2012
An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Cover, Copy, and Compare (CCC) procedures designed to enhance subtraction fact fluency in an intact third-grade classroom. During the TP procedure, a tape provided an auditory prompt (i.e., the problem), followed by a…
Descriptors: Grade 3, Elementary School Mathematics, Subtraction, Intervention
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Poncy, Brian C.; Skinner, Christopher H.; Axtell, Philip K. – Psychology in the Schools, 2010
A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced…
Descriptors: Maintenance, Multiplication, Remedial Instruction, Grade 3