Number Operations: Strategic Number Counting Instruction

DESCRIPTION: The student is taught explicit number counting strategies for basic addition and subtraction.

References

  • Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. (2009). The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties. Learning and Individual Differences 20(2), 89-100.

Spelling: Repeated Review of Spelling Words with Shared Rime

DESCRIPTION: The student practices the reading and spelling of words from word families that have similar pronunciation and shared spelling patterns (rimes) (adapted from Conrad, 2

References

  • Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869-878.

Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100, 869-878.

Spelling: Self-Correction with Verbal Cues

DESCRIPTION: The student takes a brief spelling pre-test, follows a self-guided process to check and correct spelling errors using verbal cues, and then takes a spelling post-test

References

  • Gettinger, M. (1985). Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance. Journal of Applied Behavior Analysis, 18, 167-171.
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