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Improving Automaticity with Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?
NERA Conference Proceedings 2008
  • James Cressey, University of Massachusetts - Amherst
  • Kristin Ezbicki, Hillsboro-Deering Cooperative School District, NH
Document Type
Conference Proceeding
Publication Date
10-23-2008
Abstract

This small pilot study compared the effectiveness of two interventions to improve automaticity with basic addition facts: Taped Problems (TP) and Cover, Copy, Compare (CCC), in students aged 6-10. Automaticity was measured using Mathematics Curriculum-Based Measurement (M-CBM) at pretest, after 10 days, and after 20 days of intervention. Our hypothesis was that the TP group will gain higher levels of automaticity more quickly than the CCC and control groups. However, when gain scores were compared, no significant differences were found between groups. Limitations to the study include low treatment integrity and a short duration of intervention.

Citation Information
James Cressey and Kristin Ezbicki. "Improving Automaticity with Basic Addition Facts: Do Taped Problems Work Faster Than Cover, Copy, Compare?" (2008)
Available at: http://works.bepress.com/drcressey/1/