Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions

Ardoin, Scott P.; Binder, Katherine S.; Zawoyski, Andrea M.; Foster, Tori E.

doi:10.1016/j.jsp.2017.12.002

Cited by 5 publications

(3 citation statements)

References 29 publications

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“…Within the past 25 years, rapid developments in research methodological practices occurred. Some of these advances are associated with evolving measurement efforts that include the use of neuropsychological measures such as eye tracking (e.g., Ardoin, Binder, Zawoyski, & Foster, 2018), functional MRI (e.g., Davis et al, 2011), event-related potential (e.g., Lemons et al, 2010), or markers of biological functioning (e.g., salivary cortisol; Schonert-Reichl et al, 2015). Additional advances are associated with methodological improvements to account for complex hierarchical relationships among students, within classrooms and school programs, and potentially other nested structures (e.g., hierarchical or multilevel modeling; Raudenbush & Bryk, 2002).…”

Section: Advances In Research Methodologiesmentioning

confidence: 99%

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

Jimerson

Sheridan²,

Hoffman

et al. 2020

School Psychology

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This article provides reflections on several key elements important for establishing and sustaining successful research trajectories and scholarship within the field. Developed by several Lightner Witmer Award recipients, the article highlights several of Lightner Witmer's experiences and pioneering contributions, including the importance of his own mentors, collaborations with interdisciplinary professionals, and his emphasis on the relevance of scientific research programs and the practical implications for helping children. In an effort to move the field forward, we discuss important elements relevant to developing and sustaining successful research programs in school psychology including the importance of mentorship, collaboration, research methodologies, replicability, extramural funding, and dissemination. Throughout, we emphasize the importance of conducting research within the school context, which is consistent with the important influence of ecological systems articulated by Conoley, Powers, and Gutkin (2020), and reflects the hallmark of school psychology scholarship as an applied science. Impact and ImplicationsThis article reviewed Lightner Witmer's early pioneering contributions to the field of school psychology, discussed important elements associated with school psychology scholarship, and emphasized the importance of conducting research within the school context, which reflects the hallmark of school psychology scholarship as an applied science.

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Section: Advances In Research Methodologiesmentioning

confidence: 99%

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

Jimerson

Sheridan²,

Hoffman

et al. 2020

School Psychology

View full text Add to dashboard Cite

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“…Hence, learning to automatically read words is related to reading comprehension. Fluent reading is practice dependent, often by repeated reading (Ardoin et al, 2018;Torgesen et al, 2001), with mixed results regarding the optimal grain size level of printed training material. Some researchers consider repeated text or passage reading to be superior to word-list reading, while others advocate robust word accuracy as a first instructional objective (Chard et al, 2002;Metsala & David, 2022;Rasinski, 2014).…”

Section: Fluencymentioning

confidence: 99%

Early Elementary School Interventions in Reading and Mathematics

Lindström-Sandahl

2024

Linköping Studies in Behavioural Science

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“…Interventions should incorporate modeling, explicit instruction, corrective feedback, novel practice opportunities, independent practice, and timing in response to acquisition and/or fluency needs (Haring & Eaton, 1978;Ardoin & Daley, 2007;Maki et al, 2021;McKevett & Codding, 2021). Incorporating these instructional strategies has been shown to improve students' basic academic skills (Ardoin et al, 2018), including math fact acquisition and fluency (Burns et al, 2016). Moreover, matching math fact interventions to students' specific skill difficulties and level of skill development has been shown to result in greater short-term math fact retention and fluency than when interventions were not correctly matched (Maki et al, 2021).…”

Section: Math Fact Interventionmentioning

confidence: 99%

Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms

et al. 2022

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Incremental rehearsal (IR) has consistently been shown to improve students' math fact retention and fluency (Maki et al., Journal of Behavioral Education 30:534-558, 2021). However, less is known about how intervention modifications may support longer-term skill maintenance. The purpose of this study was to compare traditional IR with a modified IR (shuffle IR; ShIR) in which known multiplication facts were shuffled between sequences using a cumulative acquisition design with six fourthand fifth-grade students. All participants retained and maintained more facts in IR and ShIR compared to a control condition. However, IR or ShIR did not consistently result in greater retention than the other, with three students demonstrating greater retention in the IR condition and three students demonstrating greater retention in the ShIR condition. Most participants demonstrated greater fact maintenance in the ShIR condition than in the IR condition. All participants made fewer intervention session errors in the condition in which they retained more multiplication facts.

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Examining the maintenance and generalization effects of repeated practice: A comparison of three interventions

Cited by 5 publications

References 29 publications

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

Retrospect and prospect regarding school psychology scholarship: Reflections of Lightner Witmer award winners.

Early Elementary School Interventions in Reading and Mathematics

Examination of a Modified Incremental Rehearsal Approach to Explore Causal Mechanisms

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