Using Encoding Specificity in Teaching Numeracy to Improve Mathematics Performance: A Single-Case Design (Poster 27)

• In Event: AERA Poster Session Four
  In Poster Session: What We Know: Evidence, Practices, and Needs in Special and Inclusive Education

Abstract

The current study investigates the effects of using Encoding Specificity (ES) in teaching Numeracy skills in improving these skills for a fifth-grade student enrolled in a learning disabilities program in Oman. A single case experiment with an A-B-A-B design was used to examine the existence of a functional relationship between using ES instruction intervention and monitoring the progress in student performance in a virtual learning environment. Visual analysis was used to demonstrate improvement in a student's performance. The results indicate an existence of a functional relation between the treatment and progress in student performance. The results were discussed in terms of the role of ES in teaching Numeracy in increasing student attention and cognitive engagement, and hence, improving learning.

Authors

• Amal Al Shabibi, University of Oklahoma
  Presenting Author

• Corey Peltier, University of Oklahoma
  Non-Presenting Author