Use CRA-based small-group math tutoring with scripts, manipulatives, and computer fact practice as secondary prevention¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The case study's secondary prevention is a university-developed tutoring program delivered "3 (40 minute) sessions per week delivered in a small-group format." It is "based on the concrete-representational-abstract (CRA) model of instruction," using manipulative objects, teacher scripts, and worksheets across 17 sequenced topics, with daily mastery checks, frequent cumulative review, and a final 10 minutes of game-like computer practice on addition and subtraction facts from 0-18.

Design Implications¶

Context¶

Requirements¶

• Teacher scripts and accompanying materials, manipulatives, daily mastery criteria, weekly CBM progress monitoring, and scheduling that does not interfere with general math instruction

Constraints¶

• The program is described as university-developed and shown to be effective for remediating first-grade math difficulties; the case study does not report independent outcome data for it

Target Learners¶

• First-grade students unresponsive to primary prevention in math computation

Target Learning Goals¶

• Number concepts, place value, and addition/subtraction computation skills

Related Strategies¶

• Concrete Representational Abstract Sequence
• Timed Math Fact Drills

Examples¶

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Key Sources¶

• Powell, S. R., & Seethaler, P. M. (2007). Grade One: Math Computation (Math Case Study #1). https://eric.ed.gov/?id=ED502453