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Download full textBjordahl, Michaelyn; Talboy, Rebeccah; Neyman, Jennifer; McLaughlin, T. F.; Hoenike, Richelle – Journal on Educational Psychology, 2014
The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system on the mastery, accuracy and fluency of basic division math facts (numbers 0-12) for a seventh grade boy, diagnosed with Attention Deficit Disorder (ADD). The effects of the DI flashcard system were examined in a multiple baseline design across…
Descriptors: Direct Instruction, Teaching Methods, Mathematics Instruction, Grade 7
