期刊名称：The Journal of Special Education Apprenticeship
印刷版ISSN：2167-3454
出版年度：2016
卷号：1
期号：1
页码：4
出版社：California State University, San Bernardino
摘要：The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located in an urban school district in the Pacific Northwest. Targeted math facts were chosen based on the students’ pretest scores. The effects of the DI flashcard procedure were evaluated using a multiple baseline design across sets of problems. Both participants improved their mastery of multiplication facts. The flash card procedure was inexpensive and easily implemented in a resource room setting.
关键词：math facts; learning disabilities; flashcards; elementary-school students
