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An Evaluation of the Effectiveness of Implementing DI Flashcard Procedure to Teach Basic Multiplication Facts with an Elementary Private School Student with Learning Disabilities

Select Volume / Issue:

• Vol.1,Issue 1,May. 2014

Year:

2014

Type of Publication:

Article

Keywords:

DI Flashcards, Math, Multiplication, Parochial School, Elementary School Student, Multiple Baseline Design, Learning Disabilities

Authors:

• Altharwa, Hadeel
• Neyman, Jennifer
• McLaughlin, T. F.
• Johnson, Gary

Journal:

IJIRES

Volume:

1

Number:

1

Pages:

21-24

Month:

June

BibTex:

@article{07, author = "Hadeel Altharwa and Jennifer Neyman and T. F. McLaughlin and Gary Johnson", abstract = "The purpose of the present study was to assess the effectiveness of Direct Instruction (DI) flashcards on improving the mastery of basic multiplication facts. Our participant was a fifth grade student attending a parochial school. Our participant was falling farther behind in his math and that is why he was selected to participate by his classroom teacher. The number of correct math facts was the dependent variable. Based on pre-testing three sets of math facts were devised. A multiple baseline design across sets was employed. The overall outcomes indicated large improvements in student performance when DI flashcards were used to teach our participant his math facts. The practicality and efficacy of employing DI flashcards was discussed. Our findings replicate several of our own studies employing DI flashcards to teach basic skills in math or reading.", journal = "IJIRES", keywords = "DI Flashcards, Math, Multiplication, Parochial School, Elementary School Student, Multiple Baseline Design, Learning Disabilities", month = "June", note = "This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/", number = "1", pages = "21-24", title = "{A}n {E}valuation of the {E}ffectiveness of {I}mplementing {DI} {F}lashcard {P}rocedure to {T}each {B}asic {M}ultiplication {F}acts with an {E}lementary {P}rivate {S}chool {S}tudent with {L}earning {D}isabilities", volume = "1", year = "2014", }

Note:

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License: https://creativecommons.org/licenses/by-nc-sa/4.0/

Abstract:

The purpose of the present study was to assess the effectiveness of Direct Instruction (DI) flashcards on improving the mastery of basic multiplication facts. Our participant was a fifth grade student attending a parochial school. Our participant was falling farther behind in his math and that is why he was selected to participate by his classroom teacher. The number of correct math facts was the dependent variable. Based on pre-testing three sets of math facts were devised. A multiple baseline design across sets was employed. The overall outcomes indicated large improvements in student performance when DI flashcards were used to teach our participant his math facts. The practicality and efficacy of employing DI flashcards was discussed. Our findings replicate several of our own studies employing DI flashcards to teach basic skills in math or reading.

Full text: IJIRES_07_Final.pdf Online version [Bibtex]