DEVELOPING MATH AUTOMATICITY USING A CLASSWIDE FLUENCY BUILDINGPROCEDURE FOR MIDDLE SCHOOL STUDENTS: A PRELIMINARY STUDY

摘要

To investigate the influence of an innovative math fluency intervention, 36 middle-school stu-dents were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR])or control condition (reading intervention). After covarying pretest scores, the DPR treatmentproduced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standarddeviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31,SD= 4.39). The intervention is described so that teachers and consulting school psychologistscan implement the steps for individuals or groups (e.g., in a multitiered response to interventionmodel).