scholarly journals Helping a Student with Learning Disabilities Memorize Multiplication Facts

2019 ◽  
Vol 8 (2) ◽  
pp. 1484-1491
Author(s):  
Estella P. De Los Santos
Keyword(s):  
Learning Disabilities ◽  
Multiplication Facts

scholarly journals Helping a Student with Learning Disabilities Develop Automaticity with Multiplication Facts

2020 ◽  
Vol 8 (7) ◽  
pp. 106-122
Author(s):  
Estella De Los Santos
Keyword(s):  
Learning Disabilities ◽  
Multiple Baseline ◽  
Grade Student ◽  
Baseline Design ◽  
Eighth Grade Student ◽  
Multiplication Facts ◽  
Flash Cards ◽  
Elementary Years ◽  
Basic Understanding ◽  
Over Time

An eighth-grade student, was able to memorize multiplication facts (0 to 10) for the zeroes to fives with 100% accuracy. In a previous study [1] the student used skip counting and her hands to recall all the facts for the ones to fives. The overall goal of the current study was to improve the student’s automaticity of multiplication facts (0-10) for the ones through fives, such as 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understanding of the meaning of multiplication facts as shown in the previous study.  She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24.  The student had used skip counting and flash cards with illustrations of the multiplication facts to memorize the multiplication facts. In the current study a multiple baseline design was used to measure the acquisition of fluency of multiplication facts over time. The student was able to develop automaticity with 80% accuracy by giving the solution within 3 seconds for all of the facts (0-10) for the ones through fives.

scholarly journals Helping a Student with Learning Disabilities Memorize Multiplication Facts

2019 ◽  
Vol 7 (7) ◽  
pp. 133-146
Author(s):  
Estella De Los Santos
Keyword(s):  
Learning Disabilities ◽  
Sixth Grade ◽  
Individualized Education Plan ◽  
Previous Knowledge ◽  
Individualized Education ◽  
Multiplication Facts ◽  
Elementary Years ◽  
Education Plan

Abstract A sixth grade student’s ability to memorize multiplication facts was investigated.  The overall goal of the work was to improve the student’s understanding and knowledge of basic multiplication facts (0-10) for the zeroes, to fives.  There were 66 facts, for example 4 x 6 = 24. The student had been taught multiplication concepts in her elementary years and she did have a basic understand of the meaning of multiplication facts as shown on a pretest.  She understood that 4 x 6 is a representation of four sets of six or 6 + 6 + 6 + 6 = 24.  The student’s previous knowledge and history were used to develop an individualized education plan to help her have a better understanding of the concept and to memorize basic multiplication facts. The interventions were concrete, semi-concrete, and abstract models of instruction. A pretest was given prior to the sessions and a posttest was given after the sessions. The number of sessions was determined based on the student’s ability to learn the concepts. The student was successful at memorizing multiplication facts for the zeroes through fives. The next study will be to help the student achieve automaticity of the multiplication facts.    

Word Prompt Programs

1997 ◽  
Vol 6 (3) ◽  
pp. 57-65 ◽  
Author(s):  
Lisa A. Wood ◽  
Joan L. Rankin ◽  
David R. Beukelman
Keyword(s):  
Learning Disabilities ◽  
Current Literature ◽  
Word Processing ◽  
Computer Software ◽  
Written Language ◽  
Written Communication ◽  
Speech Language Pathologists ◽  
Basic Word ◽  
The Matrix ◽  
Language Needs

Word prompt programs are computer software programs or program features that are used in addition to basic word processing. These programs provide word lists from which a user selects a desired word and inserts it into a line of text. This software is used to support individuals with severe speech, physical, and learning disabilities. This tutorial describes the features of a variety of word prompt programs and reviews the current literature on the use of these programs by people with oral and written language needs. In addition, a matrix that identifies the features contained in eight sample word prompt programs is provided. The descriptions of features and the matrix are designed to assist speech-language pathologists and teachers in evaluating and selecting word prompt programs to support their clients' oral and written communication.

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