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Direct linkRahn, Naomi L.; Wilson, Jennifer; Egan, Andrea; Brandes, Dana; Kunkel, Amy; Peterson, Meredith; McComas, Jennifer – Education and Treatment of Children, 2015
This study examined the effects of incremental rehearsal (IR) on letter sound expression for one kindergarten and one first grade English learner who were below district benchmark for letter sound fluency. A single-subject multiple-baseline design across sets of unknown letter sounds was used to evaluate the effect of IR on letter-sound expression…
Descriptors: English Language Learners, Kindergarten, Young Children, Grade 1
Peer reviewedBrown, Ronald E.; And Others – Education and Treatment of Children, 1986
Assessment of effects of school principal involvement on acquisition of multiplication facts by 309 intermediate grade students found that taking the timed test three times per week resulted in consistent sustained gains and that a math game with the principal contingent on improved class performance was the most effective principal-initiated…
Descriptors: Arithmetic, Computation, Drills (Practice), Educational Games
Peer reviewedMabee, W. Scott – Education and Treatment of Children, 1988
Academic positive practice was used to correct errors of cursive letter writing in three third graders. Following each writing error, students correctly formed each incorrect letter 20 times. Students demonstrated improvement over baseline levels of performance. (Author/DB)
Descriptors: Drills (Practice), Handwriting, Primary Education, Teaching Methods
Peer reviewedLandeen, Julie J.; Adams, Di Anne – Education and Treatment of Children, 1988
Ten male elementary school students identified as behaviorally handicapped practiced answering math fact problems in both paper-and-pencil and computer-assisted drill and practice programs to assess efficiency of both techniques. Results indicate that students reached criterion levels faster with pencil and paper, and expressed a preference for…
Descriptors: Behavior Disorders, Comparative Analysis, Computer Assisted Instruction, Drills (Practice)
Peer reviewedLuetke-Stahlman, Barbara – Education and Treatment of Children, 1988
Single-subject studies conducted with 7 hearing-impaired students (aged 6-19) provided empirical support for determining the effectiveness of computerized versus noncomputerized instructional methods and the effectiveness of certain types of software. Drill and practice software helped students learn spelling and vocabulary, but a game-simulation…
Descriptors: Computer Assisted Instruction, Courseware, Drills (Practice), Elementary Secondary Education
Burns, Matthew K. – Education and Treatment of Children, 2005
Previous research suggested that Incremental Rehearsal (IR; Tucker, 1989) led to better retention than other drill practices models. However, little research exists in the literature regarding drill models for mathematics and no studies were found that used IR to practice multiplication facts. Therefore, the current study used IR as an…
Descriptors: Multiplication, Learning Disabilities, Computation, Drills (Practice)
Peer reviewedStading, Mary; And Others – Education and Treatment of Children, 1996
A parent intervention using the "Copy, Cover, and Compare" method of teaching multiplication facts to an 8-year-old with learning disabilities was examined. Results indicated that repeated use of the 16-minute procedure was successful in increasing percent correct for the targeted multiplication facts. (Author/DB)
Descriptors: Case Studies, Drills (Practice), Instructional Effectiveness, Learning Disabilities
Peer reviewedHawkins, Jacqueline; And Others – Education and Treatment of Children, 1994
This study investigated the differential effects of pausing during mathematics instruction in which 22 students with mild disabilities either worked independently or together. Results provided support for incorporating pauses during lecture. Performance gains were found in both accuracy and fluency of computation. Only multiplication performance…
Descriptors: Cooperative Learning, Drills (Practice), Instructional Effectiveness, Lecture Method
Peer reviewedSkinner, Christopher H.; Shapiro, Edward S. – Education and Treatment of Children, 1989
Comparison of a taped-words procedure and a drill procedure on the correct oral reading rates of five adolescents with behavior disorders and academic deficiencies found improvement related to the opportunities to respond rather than to the model provided by the taped-words procedure. (DB)
Descriptors: Behavior Disorders, Case Studies, Drills (Practice), Imitation
Peer reviewedDin, Feng S. – Education and Treatment of Children, 1996
Forty-seven 10th graders were observed for seven weeks to investigate effects of computer-assisted drill-and-practice instruction (CAI) on student achievement and their off-task behavior compared with similar seatwork in a business education class. Results indicated higher achievement and higher rates of on-task behavior during the CAI condition.…
Descriptors: Academic Achievement, Business Education, Classroom Techniques, Computer Assisted Instruction
Peer reviewedScott, L. Carol; And Others – Education and Treatment of Children, 1991
This study, involving a total of 36 preschool children, found that children recalled more sight words on object labels after introduction to the labels and daily repetition, compared to 2 other techniques. Children attending five days per week recalled more words than three-day and two-day students. (Author/JDD)
Descriptors: Beginning Reading, Classroom Environment, Drills (Practice), Instructional Effectiveness
Peer reviewedCooke, Nancy L.; Reichard, Shannon M. – Education and Treatment of Children, 1996
Six fifth-grade students with learning and/or behavioral/emotional disabilities received peer tutoring on multiplication and division facts using 3 drill and practice conditions varying in the ratio of unknown to known facts (30:70, 50:50, and 70:30). Five of the students mastered facts at a faster rate in the 70% unknown/30% known condition. (DB)
Descriptors: Behavior Disorders, Difficulty Level, Division, Drills (Practice)
Peer reviewedCooke, Nancy L.; And Others – Education and Treatment of Children, 1993
Three experiments compared the effects of interspersal drill and practice using 30% new items/70% review items with 100% new items, with a total of 17 students (ages 9 to 17) having behavior disorders, emotional handicaps, learning disabilities, or mild mental retardation. The ratios were compared for instruction in spelling, multiplication facts,…
Descriptors: Arithmetic, Behavior Disorders, Drills (Practice), Emotional Disturbances
