{"id":{"repo_id":"rowan","oai_identifier":"oai:rdw.rowan.edu:etd-1103"},"canonical_url":"https://search.dev.ndltd.org/etd/rowan/oai:rdw.rowan.edu:etd-1103","repository":{"repo_id":"rowan","name":"Rowan University","base_url":"https://rdw.rowan.edu/do/oai/"},"display":{"title":"Improving math fact acquisition of students with learning disabilities using the \"Touch Math\" method","abstract":"This study examined the effects of \"Touch Math\" compared with a number grid for computation. The study also considered the effects of these interventions on the self-efficacy of students with learning disabilities towards mathematics. Computation probes and math self-efficacy surveys were administered to the students prior to, and at the end of the intervention sessions. A quasi experimental alternating treatment design was utilized for interventions which lasted for ten days each. Probe and intervention practice sessions presented addition first then subtraction on separate worksheets. Seven elementary students with learning disabilities receiving specialized instruction through a pull-out program participated. Significant difference was calculated using a t statistic and critical value for interventions and initial to final probe percentages. No significant difference was found in the accuracy of basic fact computations when the two interventions were compared. Results from initial to final probes indicated overall improvement in accuracy. For two students a significant improvement was found when comparing initial to final probe results. Neither intervention was seen as the key to the improvement. Survey results indicated a minimal relationship between perceived effectiveness, effort, and improved accuracy.","abstract_html":"This study examined the effects of "Touch Math" compared with a number grid for computation. The study also considered the effects of these interventions on the self-efficacy of students with learning disabilities towards mathematics. Computation probes and math self-efficacy surveys were administered to the students prior to, and at the end of the intervention sessions. A quasi experimental alternating treatment design was utilized for interventions which lasted for ten days each. Probe and intervention practice sessions presented addition first then subtraction on separate worksheets. Seven elementary students with learning disabilities receiving specialized instruction through a pull-out program participated. Significant difference was calculated using a t statistic and critical value for interventions and initial to final probe percentages. No significant difference was found in the accuracy of basic fact computations when the two interventions were compared. Results from initial to final probes indicated overall improvement in accuracy. For two students a significant improvement was found when comparing initial to final probe results. Neither intervention was seen as the key to the improvement. Survey results indicated a minimal relationship between perceived effectiveness, effort, and improved accuracy.","abstract_has_math":false,"creators":["Dombrowski, Carol"],"institution":null,"degree_name":"M.A. Learning Disabilities","degree_level":"Thesis","degree_discipline":"Special Educational Services/Instruction","degree_department":null,"school":null,"contributors":["Kuder, S Jay"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2010,"date_issued":"2010-06-02T07:00:00Z","date_published":"2010-06-02T07:00:00Z","updated_at":"2026-07-24T04:12:56Z","subjects":["Arithmetic--Study and teaching; Learning disabled children","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/104","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kuder, S Jay"]},{"key":"dc:creator","label":"Author","values":["Dombrowski, Carol"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-03-03T19:58:39Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Educational Services/Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. Learning Disabilities"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Arithmetic--Study and teaching; Learning disabled children","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/104"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the effects of \"Touch Math\" compared with a number grid for computation. The study also considered the effects of these interventions on the self-efficacy of students with learning disabilities towards mathematics. Computation probes and math self-efficacy surveys were administered to the students prior to, and at the end of the intervention sessions. A quasi experimental alternating treatment design was utilized for interventions which lasted for ten days each. Probe and intervention practice sessions presented addition first then subtraction on separate worksheets. Seven elementary students with learning disabilities receiving specialized instruction through a pull-out program participated. Significant difference was calculated using a t statistic and critical value for interventions and initial to final probe percentages. No significant difference was found in the accuracy of basic fact computations when the two interventions were compared. Results from initial to final probes indicated overall improvement in accuracy. For two students a significant improvement was found when comparing initial to final probe results. Neither intervention was seen as the key to the improvement. Survey results indicated a minimal relationship between perceived effectiveness, effort, and improved accuracy."]},{"key":"dc:title","label":"Title","values":["Improving math fact acquisition of students with learning disabilities using the \"Touch Math\" method"]}]}],"canonical_facts":{"dc:contributor":["Kuder, S Jay"],"dc:creator":["Dombrowski, Carol"],"dc:date.available":["2020-03-03T19:58:39Z"],"dc:description.abstract":["This study examined the effects of \"Touch Math\" compared with a number grid for computation. The study also considered the effects of these interventions on the self-efficacy of students with learning disabilities towards mathematics. Computation probes and math self-efficacy surveys were administered to the students prior to, and at the end of the intervention sessions. A quasi experimental alternating treatment design was utilized for interventions which lasted for ten days each. Probe and intervention practice sessions presented addition first then subtraction on separate worksheets. Seven elementary students with learning disabilities receiving specialized instruction through a pull-out program participated. Significant difference was calculated using a t statistic and critical value for interventions and initial to final probe percentages. No significant difference was found in the accuracy of basic fact computations when the two interventions were compared. Results from initial to final probes indicated overall improvement in accuracy. For two students a significant improvement was found when comparing initial to final probe results. Neither intervention was seen as the key to the improvement. Survey results indicated a minimal relationship between perceived effectiveness, effort, and improved accuracy."],"dc:identifier":["https://rdw.rowan.edu/etd/104"],"dc:subject":["Arithmetic--Study and teaching; Learning disabled children","Elementary Education and Teaching"],"dc:title":["Improving math fact acquisition of students with learning disabilities using the \"Touch Math\" method"],"thesis:degree_discipline":["Special Educational Services/Instruction"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. Learning Disabilities"]},"updated_at":"2026-07-24T04:12:56Z"}