Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency

Morano, Stephanie; Randolph, Kathleen M.; Markelz, Andrew M.; Church, Naomi

doi:10.1177/0040059920906455

Cited by 6 publications

(5 citation statements)

References 31 publications

(54 reference statements)

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“…Drill and practice and incremental rehearsal were used only in studies with measures of fluency. Morano et al (2020) also emphasized the implementation of extensive practice, contingent reinforcement, and timed activities in teaching fluency. It is notable that strategy instruction with CRA was found in studies with both measures, and interventions including this feature showed large effects on both accuracy and fluency measures.…”

Section: Discussionmentioning

confidence: 99%

“…In particular, the performance of multiplication operations was more difficult to improve than that of addition or subtraction operations. In fact, students need to receive more intensive and extensive practices to improve their multiplication skills (Burns et al, 2015; Morano et al, 2020). Effective multiplication interventions (e.g., CRA with strategy instruction, drill, and practice) jointly with instruction or reviews on addition and its relation with multiplication could provide students with LD with opportunities not only to improve multiplication skills of students with LD but also to make connections between mathematics skills or operations.…”

Section: Discussionmentioning

confidence: 99%

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A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities

Kim

Bryant

et al. 2022

Remedial and Special Education

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The effects of whole number computation interventions among school students with learning disabilities in Grades K to 5 were examined using a multilevel meta-analysis. Applying a correlated and hierarchical effect model of robust variance estimation, we examined the intervention effects among 15 peer-reviewed articles and dissertations (two group design and 13 single-case design studies) published between 1989 and 2021. Whole number computation interventions demonstrated a statistically significant and large effect on whole number computation outcomes ([Formula: see text] = 3.74). The type of mathematical operations, type of whole number computation measures, and the number of instructional components did not significantly affect the magnitude of the effect size estimate. However, the results showed slightly larger average effect sizes for the addition problem, the accuracy measure, and the additional number of instructional components by one. The limitations and implications for the practice of the meta-analysis are discussed, and future research directions are proposed.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities

Kim

Bryant

et al. 2022

Remedial and Special Education

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“…Learning to add and subtract whole numbers using computation strategies and fact fluency is the basis of successful mathematical learning and an important goal of Grade 1 education (Kilpatrick et al, 2001;Morano et al, 2020;Sievert et al, 2021;Verschaffel et al, 2007). According to Cowan (2003) "a child who cannot efficiently produce the sums of the basic combinations is at a disadvantage in multidigit written and oral arithmetic" (p. 43).…”

Section: Highlightsmentioning

confidence: 99%

“…A study by Hopkins and Bayliss (2017) found that just over half of seventh graders were still using min-counting to solve simple addition problems, about 30% of whom usually arrived at incorrect answers. The reliance on counting strategies is particularly evident in students with mathematical learning difficulties and low achievers in mathematics who also have difficulty acquiring computational fluency using decomposition or retrieval strategies (Jordan et al, 2003;Kilpatrick et al, 2001;Morano et al, 2020;Moser Opitz, 2013;Verschaffel et al, 2007). Hopkins et al (2022), Sievert et al (2021) and Gaidoschik (2012) highlight the importance of supporting the acquisition of efficient NC strategies from the earliest stages of mathematics education.…”

Section: Highlightsmentioning

confidence: 99%

Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1

Leuenberger,

Moser Opitz,

Gloor

2024

J. Numer. Cogn.

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Computation competence (CC) in simple addition and subtraction using non-counting (NC) strategies is an important learning objective in Grade 1 mathematics but many children, especially low achievers in mathematics, struggle to acquire these skills. To provide these students with the support they need, it is important to have valid and reliable tools for assessing progress in CC and NC strategy use. Developing an assessment instrument for use in Grade 1, when some children start the year unable to solve any problems, is challenging, as is ensuring measurement invariance over a school year when children generally make large achievement gains. This paper presents a new assessment tool for CC and NC strategy use in Grade 1 that was tested in a longitudinal study with N = 1,017 children. Analyses using the Rasch model revealed acceptable mean square scores (MNSQ 0.83 – 1.20). Warm’s Weighted Likelihood Estimate (WLE) reliability scores were acceptable (pre-test .77; post-test .87). Measurement invariance over time was given. The instrument is promising for assessing CC and NC strategy use efficiently and accurately in Grade 1.

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“…Instruction on addition and subtraction for students with MD often involves teaching students a strategy and allowing for practice opportunities (Morano et al., 2020). For example, Hopkins and Egeberg (2009) taught students with MD a counting‐up addition strategy (i.e., start with the greater addend and count up the lesser addend) and provided several sessions of practice using the strategy.…”

Section: Students With Mathematics Difficultymentioning

confidence: 99%

The Effect of Addition and Subtraction Practice within a Word–Problem Intervention on Addition and Subtraction Outcomes

Powell,

Akther,

Yoon

et al. 2023

Learning Disabilities Research & Practice

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This study examined the influence of addition and subtraction practice embedded within a word‐problem intervention for Grade 3 students experiencing word‐problem difficulty. Students (N = 448) were randomly assigned to one of two variants of a word‐problem intervention or a business‐as‐usual comparison condition. Within the word‐problem interventions, students participated in targeted addition and subtraction fact and computation practice for approximately 3 minutes of each 30‐minute session across 47 intervention sessions, but also continually practiced addition and subtraction through word‐problem solving. At posttest, students who participated in the intervention demonstrated improved single‐digit addition and subtraction performance as well as improved double‐digit addition and subtraction performance. At follow‐up in Grade 4, persistence of effects was only identified for double‐digit addition. Considering addition and subtraction are foundational to many other mathematics skills, addition and subtraction practice serves as an important component of mathematics intervention.

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Combining Explicit Strategy Instruction and Mastery Practice to Build Arithmetic Fact Fluency

Cited by 6 publications

References 31 publications

A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities

A Multilevel Meta-Analysis of Whole Number Computation Interventions for Students With Learning Disabilities

Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1

The Effect of Addition and Subtraction Practice within a Word–Problem Intervention on Addition and Subtraction Outcomes

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