Burns, M. K., Aguilar, L. N., Young, H., Preast, J. L., Taylor, C. N., & Walsh, A. D. (2019). Comparing the Effects of Incremental Rehearsal and Traditional Drill on Retention of Mathematics Facts and Predicting the Effects with Memory. School Psychology, 34, 521-530. https://doi.org/10.1037/spq0000312

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.