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Brosvic Gary M. ; Dihoff Roberta E. ; Epstein Michael L. ; Cook Michael J. ; The Psychological record 2006, vol. 56, no1, pp. 35-54
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The effects of feedback to assist elementary school students classified as either normally achieving (NA) or with a mathematics learning disability (MLD) in acquiring the fact series of 0 to 9 for the operations of addition, subtraction, multiplication, and division were examined in Study 1. The study showed that the acquisition of each fact series was facilitated by immediate feedback, but was not facilitated by delayed feedback, the latter of which was no more effective than control (no feedback) procedures. The students with math disabilities were tested with either delayed feedback or a Scantron form in Study 1, then subsequently participated in Study 2, in which they were provided with immediate feedback from either an educator or the Immediate Feedback Assessment Technique (IF-AT).
Study 2 showed that the beneficial effects of immediate feedback reported in Study 1 were replicated and extended during maintenance which continued for as many as 25 sessions. The effects of auditory feedback provided by an educator and visual feedback provided by the IF-AT were compared with the effects of combined auditory and visual feedback provided by the Write-Say method in Study 3. The integrated presentation of auditory and visual feedback was no more effective than the use of either modality, separately. The comparable effectiveness of feedback by an educator and by the IF-AT, and the non-synergistic effects of combining auditory with visual feedback, suggests that a response medium such as the IF-AT has considerable adjunctive potential to assist in the instruction of elementary school students with special learning needs.
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