Journal of Educational Psychology · 2012 · 146 citations · 47 references
The study investigates the effects of first‑grade number knowledge tutoring that contrasts speeded and nonspeeded practice forms. Tutoring was delivered 3 times weekly for 16 weeks in 30‑minute sessions, with 25 minutes of number‑knowledge instruction followed by 5 minutes of either speeded or nonspeeded practice, and at‑risk students were randomly assigned to the speeded‑practice condition.
The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations and principles addressed in number knowledge tutoring. Speeded practice promoted quick responding and use of efficient counting procedures to generate many correct responses. At-risk students were randomly assigned to number knowledge tutoring with speeded practice (
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David P. MacKinnon, Amanda J. Fairchild, Matthew S. Fritz · Annual Review of Psychology · 2006 · 5.2K citations · Full text
Behavioral Sciences, Statistical Methods, Mediation Analysis +9
School readiness and later achievement.
Greg J. Duncan, Chantelle Dowsett, Amy Claessens et al. · Developmental Psychology · 2007 · 5.2K citations
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