## Abstract

The current study used a randomized controlled trial to compare the effects of a practice-based intervention and a mnemonic strategy intervention on the retention and application of single-digit multiplication facts with 90 third- and fourth-grade students with math difficulties. Changes in retention and application were assessed separately using one-way ANCOVAs in which students' pretest scores were included as the covariate. Students in the practice-based intervention group had higher retention scores (expressed as the total number of digits correct per minute) relative to the control group. No statistically significant between-group differences were observed for application scores. Practical and theoretical implications for interventions targeting basic multiplication facts are discussed.

Original language | English (US) |
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Pages (from-to) | 659-667 |

Number of pages | 9 |

Journal | Journal of school psychology |

Volume | 51 |

Issue number | 6 |

DOIs | |

State | Published - Dec 2013 |

## Keywords

- Computer-based interventions
- Multiplication facts
- Repetition