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International Journal of Special Education, v21 n3 p45-57 2006

The purpose of this series of case studies was to compare the impact of Constant Time Delay and Strategic Instruction on the maintenance and generalization of learning. Four middle school students with learning disabilities were effectively taught two different groups of multiplication facts using Constant Time Delay and Strategic instruction. The researchers measured students' levels of maintenance and generalization after receiving each type of instruction. Maintenance data were collected using 1-minute fluency probes. Generalization data were collected using timed (1-minute) and untimed probes. Strategic Instruction appeared to have a greater impact on the students' maintenance and generalization of multiplication skills. The students' performance and perceptions are discussed in terms of potential implications for the classroom. (Contains 1 table.)

Descriptors: Learning Disabilities, Generalization, Multiplication, Teaching Methods, Special Education, Case Studies, Middle School Students, Mathematics Instruction, Computation, Student Attitudes, Problem Solving, Intervention, Instructional Materials, Interrater Reliability, African American Students, Mathematics Achievement, Mathematical Concepts

International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com





Autor: Flores, Margaret M.; Houchins, David E.; Shippen, Margaret E.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6222&id=EJ843619



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