A drill and practice intervention was applied in a small-group setting to improve students' fluency (accuracy and speed) with basic math facts. The Cover, Copy, and Compare intervention (Skinner, Turco, Beatty, & Rasavage, 1989) was modified and implemented with a small, middle school Chapter I math class. Data are presented showing digits correct per minute (DCPM) using a multiple baseline design across sets of division facts. Component parts of DCPM, speed and accuracy, are further discussed. Results of this study provide the scientist-practitioner with ideas about implementing group interventions using drill for math facts. Ways to refine the intervention based on baseline data are discussed.
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Lee et al. (1994) studied this question.
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