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Rhymer, K. N., Skinner, C. H., Henington, C., D'Reaux, R. A., & Sims, S. (1998). Effects of Explicit Timing on Mathematics Problem Completion Rates in African-American Third-Grade Elementary Students. Journal of Applied Behavior Analysis, 31, 673-677.
https://doi.org/10.1901/jaba.1998.31-673

has been cited by the following article:

• TITLE: Effect of Number Family Instruction on Improving Fluency of Addition and Subtraction Facts in Japanese Second-Grade Students

  AUTHORS: Wataru Noda, Junko Tanaka-Matsumi

  KEYWORDS: Number Family, Cover-Copy-Compare, Fluency, Addition, Subtraction

  JOURNAL NAME: Psychology, Vol.8 No.14, December 8, 2017

  ABSTRACT: The present study examined the effect of number family instruction on improving fluency of addition and subtraction facts through the “cover-copy-compare” and a timed trial procedure. Three second-grade students in Japanese public elementary school participated in this study. We used a multiple-probe design across two sets of materials for each student. Throughout the study, we measured the number of correct and incorrect digits in 30 second assessments of addition and subtraction facts and in 30 second assessments of missing numbers. Intervention consisted of teaching the concept of a number family, “cover-copy-compare” for number families, and using reward contingency for beating one’s previous score in 30 second timed trials of missing numbers. The results showed that students improved their fluency of addition and subtraction facts. We discussed the utility of number family instruction to improve fluency of addition and subtraction facts with regrouping.