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Learning Channel Intervention to Develop and Generalize Fluency in Multiplication Facts

Author(s): Sang S. Nam | Mimi Spruill

Journal: Journal of Early and Intensive Behavior Intervention
ISSN 1554-4893

Volume: 2;
Issue: 2;
Start page: 103;
Date: 2005;
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Keywords: learning channels | fluency | generalization | continuous assessment | multiplication facts | SAFMEDS

This study demonstrates that the learning channel intervention, utilizing a continuous assessment system, enabled 3 students with special needs to build and generalize fluency in multiplication facts. This study contrasts generalization of 2 learning channels- “see-say” and “hear-say”- to see if either of the 2 channels has an advantage over the other. The data from this study suggests that the particular learning channel was influential in generalization to application. The findings of this study indicate the “hear-say”learning channel has an advantage in the generalization of learning over the “see-say” learning channel. However, this preliminary finding suggests further studies employing a design in which two intervention modes can be alternated in 2 groups of participants.
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