Evaluating Generalization of Addition-Fact Fluency Using the Taped-Problems Procedure in a Second-Grade Classroom

2011 ◽  
Vol 20 (3) ◽  
pp. 203-220 ◽  
Author(s):  
Kelli C. Miller ◽  
Christopher H. Skinner ◽  
Lana Gibby ◽  
Charles E. Galyon ◽  
Sadonya Meadows-Allen
Keyword(s):  
Second Grade ◽  
Taped Problems ◽  
Fact Fluency ◽  
Grade Classroom

Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom

2009 ◽  
Vol 25 (4) ◽  
pp. 364-381 ◽  
Author(s):  
Sunny Windingstad ◽  
Christopher H. Skinner ◽  
Emily Rowland ◽  
Elizabeth Cardin ◽  
Jamie Y. Fearrington
Keyword(s):  
Second Grade ◽  
Math Fluency ◽  
Taped Problems ◽  
Fluency Building ◽  
Grade Classroom

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

Thomas the Writer

1995 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Doreen M. Blischak
Keyword(s):  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Second Grade ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Central Vision ◽  
Grade Classroom

A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.

Improving Parent-Teacher Communication through Recorded Telephone Messages: Systematic Replication in a Special Education Classroom

1981 ◽  
Vol 4 (3) ◽  
pp. 11-19 ◽  
Author(s):  
William L. Heward ◽  
Judith E. Chapman
Keyword(s):  
Special Education ◽  
Communication System ◽  
Second Grade ◽  
Teacher Communication ◽  
Spelling Performance ◽  
Systematic Replication ◽  
System 2 ◽  
Reversal Design ◽  
Message System ◽  
Grade Classroom

Six students in an elementary special education classroom served as subjects in a study conducted to evaluate the effects of a parent-teacher communication system which used a daily recorded telephone message as a communications link between parents and the students' teacher. An ABAB reversal design was used to determine 1) if parents would use the system; 2) if inclusion of the next day's spelling words would increase students' performance on in-class spelling tests; and 3) if parents would comply with teacher requests made via the recorded messages. Results of the experiment show the system was used regularly, three of the six students' spelling performance improved as a function of the message system, and families complied with recorded teacher requests at a higher rate than when those requests were made by sending a note home with the child. This study extends to the special education classroom the findings of a similar experiment conducted in a regular second grade classroom.

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