A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students' Subtraction Fluency
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| Title: | A Comparison of Taped Problems and Explicit Timing Interventions on Second-Grade Students' Subtraction Fluency |
|---|---|
| Language: | English |
| Authors: | Fontenelle, Scuddy, Poncy, Brian C. (ORCID |
| Source: | School Psychology Review. 2022 51(5):526-537. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Early Childhood Education Elementary Education Grade 2 Primary Education |
| Descriptors: | Problem Sets, Time on Task, Intervention, Grade 2, Elementary School Students, Subtraction, Instructional Effectiveness, Mathematics Education |
| DOI: | 10.1080/2372966X.2020.1823796 |
| ISSN: | 0279-6015 2372-966X |
| Abstract: | An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Explicit Timing (ET) interventions on digits correct per minute (DCPM) scores. The study also investigated whether initial fluency scores would differentiate intervention effectiveness between TP and ET procedures. Results showed that both TP and ET resulted in similar DCPM increases, with both approaches significantly outperforming a control condition. Although the interventions showed similar effectiveness at the class-wide level, the interaction between intervention type and initial fluency levels suggested a differential effect. For students with initial fluency scores in the frustrational range ([less than or equal to] 10 DCPM), it was found that TP resulted in a higher growth rate than both ET and the control. For students with initial fluency scores in the instructional range (>10 DCPM), both ET and TP interventions resulted in higher DCPM scores than control but did not differ from one another. The discussion focuses on using skill by treatment interactions to inform intervention selection, explores opportunities and challenges in this research area, and addresses study limitations. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1370001 |
| Database: | ERIC |
| Abstract: | An adapted alternating treatments design was used to compare the effects of class-wide applications of Taped Problems (TP) and Explicit Timing (ET) interventions on digits correct per minute (DCPM) scores. The study also investigated whether initial fluency scores would differentiate intervention effectiveness between TP and ET procedures. Results showed that both TP and ET resulted in similar DCPM increases, with both approaches significantly outperforming a control condition. Although the interventions showed similar effectiveness at the class-wide level, the interaction between intervention type and initial fluency levels suggested a differential effect. For students with initial fluency scores in the frustrational range ([less than or equal to] 10 DCPM), it was found that TP resulted in a higher growth rate than both ET and the control. For students with initial fluency scores in the instructional range (>10 DCPM), both ET and TP interventions resulted in higher DCPM scores than control but did not differ from one another. The discussion focuses on using skill by treatment interactions to inform intervention selection, explores opportunities and challenges in this research area, and addresses study limitations. |
|---|---|
| ISSN: | 0279-6015 2372-966X |
| DOI: | 10.1080/2372966X.2020.1823796 |
