Advisor

Henington, Carlen

Committee Member

Doggett, Anthony R.

Committee Member

Elder, Anastasia

Committee Member

Sheperis, J. Carl

Committee Member

Devlin, Sandy

Date of Degree

1-1-2009

Document Type

Dissertation - Open Access

Abstract

The purpose of this study was to empirically evaluate the effects of the Math to Mastery intervention package versus the effects of immediate corrective feedback with elementary school students who were performing at least one year below grade level in mathematics. Students were participants in a one-month summer academic clinic for remediation of reading, writing, and mathematics deficits held at a university in the southeastern United States. A combined-series multiple baseline design across participants was used to evaluate the effects of both interventions for gains in fluency as measured by digits correct per minute on one minute curriculum-based measurement probes. Implications for implementation in applied settings and future research are provided.

URI

https://hdl.handle.net/11668/15536

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