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Nelson, P. M., Burns, M. K., Kanive, R., & Ysseldyke, J. E. (2013). Comparison of a Math Fact Rehearsal and a Mnemonic Strategy Approach for Improving Math Fact Fluency. Journal of School Psychology, 51, 659-667. https://doi.org/10.1016/j.jsp.2013.08.003

has been cited by the following article:

• TITLE: TIGRO-M: A Program for Automatization of Multiplication Facts

  AUTHORS: Silvia Pixner, Korbinian Moeller, Christina Kraut

  KEYWORDS: Multiplication Problems, Intervention, Arithmetic Fact Training, Math Difficulties, Learning Disabilities, Elementary School Children

  JOURNAL NAME: Psychology, Vol.14 No.5, May 31, 2023

  ABSTRACT: This study evaluates the effectiveness of a new intervention program with primary school children who show difficulties in solving simple multiplication problems. 64 fourth-grade children completed an eight-week long training with a pre-, post-, and follow-up test. Performance on a standardized test for arithmetic operations and a computer test were used to measure children’s knowledge. Results show the overall and long-term effectiveness of a holistic approach to multiplication fact training. All participants of the experimental groups show a significant increase in correct answers and faster reaction times, with the effects being stable over time. The program helped children build a structured multiplication fact network, with untrained facts being solved more quickly and correctly after the intervention.