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Direct linkMcCallum, Elizabeth; Skinner, Christopher H.; Turner, Haley; Saecker, Lee – School Psychology Review, 2006
A multiple-probes-across-tasks design was used to evaluate the effects of a taped-problems intervention on the multiplication fact fluency of 18 students from an intact general education third-grade classroom. During the classwide taped-problems intervention, students were given lists of problems and instructed to attempt to complete each problem…
Descriptors: Intervention, Intervals, Multiplication, General Education
