The Effects of Direct Instruction Procedures with a Place Value Chart and Model-Lead-Test Error Correction Procedure to Teach Regrouping with Three-Digit Subtraction Accuracy: A Case Study Disabilities
- Authors
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Jeffrey Helling
Author
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T. F. McLaughlin
Author
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Kimberly P. Weber
Author
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Mary “Polly Dolliver
Author
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Peggy Slotvig
Author
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- Keywords:
- Direct Instruction, Model, Lead, And Test, Multiple Baseline Design, Number Line, Error Correction, Percent Correct, Subtraction.
- Abstract
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The ability to calculate in math is a critical lifelong skill for academic success. The
purpose of the present study was to evaluate the effects of a model, lead and test (MLT) error
correction procedure with a number line on teaching a fourth grade student regrouping. A nonconcurrent
multiple baseline design across problem types was employed. The overall outcomes
indicated large improvements during the use of MLT, explicit instruction and a number line.
Some generalization from learning regrouping with two problem types to a third type
(regrouping with three digits) was found. Our participant enjoyed the procedures and improved
his academic skills. - Downloads
- Published
- 2016-01-04
- Issue
- Vol. 5 No. 1 (2016)
- Section
- Articles