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Direct linkWindingstad, Sunny; Skinner, Christopher H.; Rowland, Emily; Cardin, Elizabeth; Fearrington, Jamie Y. – Journal of Applied School Psychology, 2009
A multiple-baseline, across-tasks design was used to extend research on the taped-problems (TP) intervention with an intact, rural, second-grade classroom. During TP sessions an audio recording paced the class through a series of 15 or 16 addition facts four times. Problems and answers were read and students were instructed to attempt to provide…
Descriptors: Intervention, Intervals, Arithmetic, Grade 2
