Feedback Facilitates the Acquisition and Retention of Numerical Fact Series by Elementary School Students with Mathematics Learning Disabilities.

The effects of feedback to assist elementary school students classified as either normally achieving (NA) or with a mathematics learning disability (MLD) in acquiring the fact series of 0 to 9 for the operations of addition, subtraction, multiplication, and division were examined in Study 1. The acq...

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Detalles Bibliográficos

Publicado en:	Psychological Record Vol. 56; no. 1; pp. 35 - 55
Autores principales:	Brosvic, Gary M., Dihoff, Roberta E., Epstein, Michael L.
Formato:	Artículo
Publicado:	Psychological Record Winter2006
Materias:	Mathematics education Education of children with learning disabilities Psychological feedback
Acceso en línea:	Ver este registro en EBSCOhost