Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study
To investigate the influence of an innovative math fluency intervention, 36 middle-school students were randomly assigned to either an experimental (the Detect, Practice, Repair [DPR]) or control condition (reading intervention). After covarying pretest scores, the DPR treatment produced a significantly higher (p = .016) adjusted mean (M) math score (M = 47.53, standard deviation [SD] = 3.26) for the intervention group when compared to the control group (M = 33.31, SD = 4.39). The intervention is described so that teachers and consulting school psychologists can implement the steps for individuals or groups (e.g., in a multitiered response to intervention model).
Philip K. Axtell, R. Steve McCallum, Sherry Mee Bell, and Brian Poncy. "Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study" Psychology in the Schools 46.6 (2009): 526-538.