| dc.contributor.advisor | Duhon, Gary | |
| dc.contributor.author | Powell, Steven L. | |
| dc.date.accessioned | 2021-08-30T15:26:33Z | |
| dc.date.available | 2021-08-30T15:26:33Z | |
| dc.date.issued | 2021-05 | |
| dc.identifier.uri | https://hdl.handle.net/11244/330744 | |
| dc.description.abstract | We examined the math facts fluency growth of students receiving explicit timing practice in either a massed, short-distributed, or long-distributed fashion. In a repeated-measures group design, 50 mid-western 3rd grade students completed four one-minute math probes each day for 20 days. Hierarchical linear modeling revealed that students who received practice separated by a three-hour interval grew significantly more than students who practiced with a ten-minute distribution or a massed presentation. | |
| dc.format | application/pdf | |
| dc.language | en_US | |
| dc.rights | Copyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material. | |
| dc.title | Comparative analysis of math facts fluency gains made through massed and distributed practice with varied inter-session intervals | |
| dc.contributor.committeeMember | Poncy, Brian | |
| dc.contributor.committeeMember | Stinnett, Terry | |
| dc.contributor.committeeMember | Mwavita, Mwarumba | |
| osu.filename | Powell_okstate_0664D_16915.pdf | |
| osu.accesstype | Open Access | |
| dc.type.genre | Dissertation | |
| dc.type.material | Text | |
| thesis.degree.discipline | School Psychology | |
| thesis.degree.grantor | Oklahoma State University | |
