Detect, Practice, Repair Multiplication Fact Fluency Intervention for Middle School Students Identified with Learning DisabilitiesSchwartz, Justin (2023) Detect, Practice, Repair Multiplication Fact Fluency Intervention for Middle School Students Identified with Learning Disabilities. Doctoral Dissertation, University of Pittsburgh. (Unpublished)
AbstractDetect, Practice, Repair Multiplication Fact Fluency Intervention for Middle School Students Identified with Learning Disabilities Justin Lee Schwartz, EdD University of Pittsburgh, 2023 This research study sought to identify a solution for building fact fluency for middle school aged students identified with LD. After analyzing a 1st – 12th grade independent school for students with LD’s math curriculum, it was noted that basic fact fluency is not taught after grade five. This has shown to be problematic for students who enroll in the school in the later elementary school years or even in middle or high school who do not receive the needed fact fluency practice to become fully fluent in basic math facts. Therefore, it was decided to use a multiple probe design, consisting of baseline, intervention, and maintenance phases with staggered onset to examine the effects of Detect, Practice, Repair (DPR) on single-digit multiplication fact fluency for six identified sixth graders with LD. Fluency growth for each participant was tracked, as well as fluency maintenance once criterion was reached. The Detect stage utilized Xtra Math to create three distinct sets of multiplication facts (Set A, Set B, and Set C), ten problems each, made up of five unknown facts and five non-fluent known facts for each participant. Students worked through the Practice and Repair phases for one set at a time until criterion was reached, then moving onto the next set of facts. Results showed that five of the six participants successfully reached criterion for Set A, three of the six participants reached criterion for Set B, and one participant reached criterion for Set C, suggesting that DPR positively impacted fluency growth. However, fluency maintenance was not achieved for the majority of the participants. These findings help extend the research for fact fluency intervention for middle school aged students, as well as students identified with LD. Share
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