Extending Research on a Math Fluency Building Intervention: Applying Taped Problems in a Second-Grade Classroom

2009 ◽  
Vol 25 (4) ◽  
pp. 364-381 ◽  
Author(s):  
Sunny Windingstad ◽  
Christopher H. Skinner ◽  
Emily Rowland ◽  
Elizabeth Cardin ◽  
Jamie Y. Fearrington
Keyword(s):  
Second Grade ◽  
Math Fluency ◽  
Taped Problems ◽  
Fluency Building ◽  
Grade Classroom

Evaluating Generalization of Addition-Fact Fluency Using the Taped-Problems Procedure in a Second-Grade Classroom

2011 ◽  
Vol 20 (3) ◽  
pp. 203-220 ◽  
Author(s):  
Kelli C. Miller ◽  
Christopher H. Skinner ◽  
Lana Gibby ◽  
Charles E. Galyon ◽  
Sadonya Meadows-Allen
Keyword(s):  
Second Grade ◽  
Taped Problems ◽  
Fact Fluency ◽  
Grade Classroom

Taped-Problems Intervention: Improving Math Fluency of Students With Cognitive Impairments

2008 ◽  
Author(s):  
Elizabeth McCallum ◽  
Ara J. Schmitt ◽  
Dana Keener ◽  
Kathleen Dingus ◽  
Jody Vergari
Keyword(s):  
Cognitive Impairments ◽  
Math Fluency ◽  
Taped Problems

Improving Math Fluency Using the Taped-Problems Intervention and Reinforcement

2007 ◽  
Author(s):  
Elizabeth McCallum ◽  
Ara J. Schmitt ◽  
Dana Keener ◽  
Brian Poncy
Keyword(s):  
Math Fluency ◽  
Taped Problems

A Pathway for Mathematical Practices

2013 ◽  
Vol 19 (6) ◽  
pp. 354-362 ◽  
Author(s):  
Melanie Wenrick ◽  
Jean L. Behrend ◽  
Laura C. Mohs
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Second Grade ◽  
Core State ◽  
Mathematical Practices ◽  
Grade Classroom ◽  
Nctm Process Standards

See how the NCTM Process Standards in action integrate Common Core State Standards in a second-grade classroom.

Thomas the Writer

1995 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Doreen M. Blischak
Keyword(s):  
Literacy Development ◽  
Augmentative And Alternative Communication ◽  
Literacy Skills ◽  
Vision Impairment ◽  
Second Grade ◽  
Language And Literacy ◽  
Alternative Communication ◽  
Central Vision ◽  
Grade Classroom

A case study is presented to describe the development of augmentative and alternative communication (AAC) and literacy skills by a 9-year-old child, Thomas, who has quadriplegic cerebral palsy and a central vision impairment. Thomas’s development and progress from birth to second grade is chronicled. Development and use of his AAC system also is described, along with activities for language and literacy development and his inclusion in a second grade classroom.

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