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Download full textRandel, Bruce – Online Submission, 2018
Century Analytics, Inc. conducted a rigorous evaluation of Edmentum's Exact Path to estimate the impact of Exact Path use on student achievement in reading in kindergarten through Grade 3. Exact Path is an online educational tool designed to support individualized student instruction. This study's quasi-experimental design (QED), analyses, and…
Descriptors: Reading Achievement, Kindergarten, Grade 1, Grade 2
Peer reviewedKloos, Heidi; Sliemers, Stephanie; Cartwright, Macey; Mano, Quintino; Stage, Scott – Online Submission, 2019
Important strides have been made in the science of learning to read. Yet, many students still struggle to attain reading proficiency. This calls for sustained efforts to bridge theoretical insights with applied considerations about ideal pedagogy. The current study was designed to contribute to this conversation, namely by looking at the efficacy…
Descriptors: Reading Instruction, Reading Skills, Teaching Methods, Online Courses
Randel, Bruce – Online Submission, 2018
Century Analytics, Inc. conducted a rigorous evaluation of Edmentum's Exact Path to estimate the impact of Exact Path use on student achievement in mathematics in kindergarten through Grade 8. Exact Path is an online educational tool designed to support individualized student instruction. This study's quasi-experimental design (QED), analyses, and…
Descriptors: Kindergarten, Grade 1, Grade 2, Grade 3
Durham, Anne – Journal of the American Academy of Special Education Professionals, 2012
Fluency in math facts is essential if students are going to be able to work through more complex math processes with ease. Most of my special education students arrived at middle school with limited skills. To help them achieve mastery with their multiplication and division facts, the intervention described in the article was conducted. Most of…
Descriptors: Special Education, Middle School Students, Multiplication, Arithmetic
Direct linkCodding, Robin S.; Eckert, Tanya L.; Fanning, Erica; Shiyko, Maria; Solomon, Esther – Journal of Behavioral Education, 2007
The purpose of this study was to compare the isolated effects of cover-copy-compare (CCC) with the combined effects of CCC and two types of performance feedback (i.e., digits correct and incorrect per minute) on sixth grade students' mathematics fluency and accuracy. An alternating treatments design was employed to compare treatments across 16…
Descriptors: Intervention, Grade 6, Mathematics Skills, Instructional Effectiveness
