A brief analysis of intervention strategies: the effect of choral response on acquisition of basic math fluency with a selected group of students with learning disabilities

Graduation Date

2009

Document Type

Thesis

Program

Other

Program

Thesis (M.A.)--Humboldt State University, Education, 2009

Committee Chair Name

David Ellerd

Committee Chair Affiliation

HSU Faculty or Staff

Keywords

Middle school, Choral response, Learning disabilities, Math facts, Flash card, Fluency, Humboldt State University -- Theses -- Education

Abstract

No Child Left Behind has caused increased demands on all students, but in particular those students in the special education classroom. These students are required to learn more with less time and teacher interaction. Many students with learning disabilities require different approaches to instruction than their general education peers. In a world where teachers are asked to meet minimum requirements within given amounts of time, many special education students are falling through the cracks and are not given an adequate baseline of knowledge to help them build on basic skills for advanced learning. Many students are now faced with learning new materials without fully understanding the basic concepts that are addressed in earlier grades. Once students enter middle school it is assumed that they have knowledge of all basic math facts and skills that will help them understand and complete an Algebra course. Unfortunately, many of these students do not have route memorization of their math facts (defined as simple addition, subtraction, multiplication and division of single digit by single digit numbers). Many students continue to count on their fingers, state they do not know the answer or use a calculator. Additionally, students are often not engaged in or find purpose when doing math facts individually and without teacher support. Studies have found that when students are given opportunities to verbalize responses their effectiveness and efficiency in memorizing new facts improves (Wolery et. al. 1992). This study will investigate the effect of a group of middle school students' ability to improve their math facts fluency by using a choral response method when completing a drill sheet. It is hypothesized that the students who participate in the choral response method will improve their fluency (and basic skill) knowledge as compared to a group of students who work on math facts with a repeated (silent and individual) method.

https://scholarworks.calstate.edu/concern/theses/hm50tt770

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