Improving Multiplication Fact Fluency Among High School Students With Learning Disabilities
Open Access
Author:
Lorchak, Holly Caryn
Graduate Program:
Special Education
Degree:
Master of Science
Document Type:
Master Thesis
Date of Defense:
None
Committee Members:
Mary Catherine Scheeler, Thesis Advisor/Co-Advisor Mary Catherine Scheeler, Thesis Advisor/Co-Advisor
Keywords:
high school students with learning disabilities detect practice repair math fact fluency multiplication facts interventions
Abstract:
Before students are able to solve complex mathematic problems, they must be fluent with their facts. Unfortunately, students with learning disabilities often rely upon inefficient retrieval strategies and can not rapidly produce answers to single-digit facts. This lack of automaticity prevents students from completing multi-step tasks because their time and energy is devoted to the recall of simple facts. The purpose of this study was to extend existing research on fact fluency using a technique known as detect, practice, and repair (DPR). A single subject AB design was used to determine the effectiveness of this method in improving students’ recall of multiplication facts. Seven high school students with learning disabilities participated in this study. After six weeks of daily practice using DPR, all students showed improvement in their rate of response and recall of basic multiplication facts when given post-treatment assessments.
