A comparative analysis of massed vs. distributed practice on basic math fact fluency growth rates.

To best remediate academic deficiencies, educators need to not only identify empirically validated interventions but also be able to apply instructional modifications that result in more efficient student learning. The current study compared the effect of massed and distributed practice with an explicit timing intervention to evaluate the extent to which these modifications lead to increased math fact fluency on basic addition problems. Forty-eight third-grade students were placed into one of three groups with each of the groups completing four 1-min math explicit timing procedures each day across 19 days.