Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Drills (Practice) | 6 |
| Instructional Effectiveness | 3 |
| Intervention | 3 |
| Pretests Posttests | 3 |
| Teaching Methods | 3 |
| Comparative Analysis | 2 |
| Control Groups | 2 |
| Elementary School Students | 2 |
| Grade 2 | 2 |
| Grade 4 | 2 |
| Learning Problems | 2 |
| More ▼ | |
Source
| Journal of Learning… | 2 |
| Journal of Educational… | 1 |
| Journal of Educational… | 1 |
| Learning Disability Quarterly | 1 |
| Learning and Individual… | 1 |
Author
| Burns, Matthew K. | 1 |
| Cirino, Paul T. | 1 |
| Fletcher, Jack M. | 1 |
| Fuchs, Douglas | 1 |
| Fuchs, Lynn S. | 1 |
| H. Lee Swanson | 1 |
| Hamlett, Carol L. | 1 |
| Kanive, Rebecca | 1 |
| Nelson, Peter M. | 1 |
| Powell, Sarah R. | 1 |
| Rollanda O'Connor | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 5 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 4 |
| Grade 4 | 3 |
| Grade 2 | 2 |
| Grade 3 | 1 |
| Grade 5 | 1 |
Audience
Location
| California | 1 |
| Minnesota | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Gray Oral Reading Test | 1 |
| Peabody Picture Vocabulary… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 6 |
| Meets WWC Standards with or without Reservations | 6 |
Direct linkKanive, Rebecca; Nelson, Peter M.; Burns, Matthew K.; Ysseldyke, James – Journal of Educational Research, 2014
The authors' purpose was to determine the effects of computer-based practice and conceptual interventions on computational fluency and word-problem solving of fourth- and fifth-grade students with mathematics difficulties. A randomized pretest-posttest control group design found that students assigned to the computer-based practice intervention…
Descriptors: Elementary School Mathematics, Mathematical Concepts, Retention (Psychology), Memory
Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Learning and Individual Differences, 2010
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty)…
Descriptors: Mathematics Skills, Tutoring, Numeracy, Numbers
H. Lee Swanson; Rollanda O'Connor – Journal of Learning Disabilities, 2009
The authors investigated whether practice in reading fluency had a causal influence on the relationship between working memory (WM) and text comprehension for 155 students in Grades 2 and 4 who were poor or average readers. Dysfluent readers were randomly assigned to repeated reading or continuous reading practice conditions and compared with…
Descriptors: Reading Comprehension, Reading Fluency, Short Term Memory, Grade 2
Vadasy, Patricia F.; Sanders, Elizabeth A. – Journal of Educational Psychology, 2008
This study examined effects of a repeated reading intervention, Quick Reads, with incidental word-level scaffolding instruction. Second- and third-grade students with passage-reading fluency performance between the 10th and 60th percentiles were randomly assigned to dyads, which were in turn randomly assigned to treatment (paired tutoring, n = 82)…
Descriptors: Intervention, Reading Fluency, Pretests Posttests, Grade 3
Woodward, John – Learning Disability Quarterly, 2006
Automaticity in math facts has been of considerable interest to special educators for decades. A review of the intervention literature suggests at least two common approaches to developing automaticity in facts. One is grounded in the use of strategies for teaching facts, the other emphasizes the use of timed practice drills. Recent research…
Descriptors: Special Education, Multiplication, Drills (Practice), Mathematical Concepts
Peer reviewedTournaki, Nelly – Journal of Learning Disabilities, 2003
This study compared instruction in addition using either a minimum addend strategy or drill and practice with 84 students either with or without learning disabilities (LD). Students with LD improved significantly only in the strategy condition, whereas general education students improved in both the strategy and the drill-and-practice conditions.…
Descriptors: Drills (Practice), Instructional Effectiveness, Learning Disabilities, Learning Strategies
