Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation

Previous research suggested that Incremental Rehearsal (IR; Tucker, 1989) led to better retention than other drill practices models. However, little research exists in the literature regarding drill models for mathematics and no studies were found that used IR to practice multiplication facts. Therefore, the current study used IR as an intervention to teach single-digit multiplication facts to three elementary students identified as learning disabled in mathematics computation using a multiple-baseline single-subject design. All of the students demonstrated 100% non-overlapping data with a median effect size of 4.79 standard deviation units. Potential implications, suggestions for future research, and limitations are included.