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Specific intervention for multiplication skill with learning-disabled students.

J Huang1, L Chao

  • 1University of Houston at Victoria, USA.

Psychological Reports
|May 21, 1999
PubMed
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Individual tutoring significantly improved multiplication skills for two learning-disabled students. Skills were maintained for two weeks post-intervention, demonstrating effective, targeted educational support.

Area of Science:

  • Educational Psychology
  • Special Education
  • Learning Disabilities Research

Background:

  • Learning disabilities present challenges in foundational academic skills.
  • Targeted interventions are crucial for improving academic performance in students with learning disabilities.
  • Multiplication fact fluency is a key component of mathematical proficiency.

Purpose of the Study:

  • To evaluate the effectiveness of individual tutoring for improving 1-digit multiplication skills.
  • To assess the retention of learned multiplication skills after the intervention.
  • To provide data on effective interventions for learning-disabled students.

Main Methods:

  • A multiple baseline design was employed to assess the intervention's impact.
  • Two learning-disabled students (ages 15-16) received 10-minute daily tutoring sessions over nine days.

Related Experiment Videos

  • Visual analysis and a nonparametric randomization test were used for data interpretation.

    • Main Results:

    • A 40-50% improvement in multiplication of 1-digit numbers was observed post-intervention.
    • The observed improvements were retained during a 2-week follow-up period.
    • The intervention demonstrated a clear positive effect on student performance.

    Conclusions:

    • Individual tutoring is an effective intervention for enhancing multiplication skills in learning-disabled adolescents.
    • The gains in multiplication proficiency were sustained, indicating long-term benefits.
    • This study supports the use of individualized instruction in special education settings.