View as Webpage

“Computational fluency is the ability to think flexibly in order to choose appropriate strategies to solve problems accurately and efficiently” (Virginia Department of Education (VDOE), 2020, p.25). Accuracy in computation is improved as students develop number sense through strategy instruction. Morano, et al (2020) noted that students are considered fluent when they are able to retrieve facts accurately within two to three seconds and efficient when they can apply their fact knowledge to complex problems.

Fluency with math facts builds more complex math skills such as estimation, computation, mental math, problem solving, fraction concepts, and algebra learning. Quick, accurate retrieval is necessary to reduce cognitive load and frustration when solving problems and learning complex material. Procedures can tax a student’s information-processing capacity, but having fluent fact retrieval improves their ability to understand concepts such as equivalence. If a student relies on counting strategies or a calculator, they risk failing to understand basic concepts and increase the likelihood of making errors.

The most effective fluency instruction combines daily mastery practice with explicit strategy instruction (Morano, et al., 2020). Strategy instruction increases number sense through explicit instruction of graphic organizers, visual representations, fact-family diagrams, ten-frames, and number lines. Mastery instruction involves offering copious practice opportunities and carefully-selected sets of facts to build speed and accuracy in retrieval. Combining these two approaches develops students' automaticity and generalization. Strategy instruction on its own ignores the need for automaticity of retrieval, while using only mastery instruction leaves out the flexibility students need in applying number sense.

Simpler facts (e.g., multiplying by 0, 1, 2, or 10) can be taught using counting patterns. More challenging facts (e.g., multiplying by 9, 3, 6, or 7) can be taught using derivations of easier facts. VDOE’s Evidence-Based Specially Designed Instruction in Mathematics Resource Guide shows examples of strategies for teaching all four operations. Teachers can use explicit instruction to model and practice different computational algorithms once students understand the underlying concepts. Examples of these algorithms such as partial products, traditional multiplication, or column addition can be found in the VDOE’s document. Visual models should be paired with the algorithms to reinforce the concepts. Students should choose the method of computation that they like to solve problems. Fluency activities, such as games, can be embedded into instruction for all topics. The Youcubed website is a resource for visuals, activities, and games to practice fluency.

To implement fluency modeling and practice into instruction, try to incorporate ten minutes of practice each day and combine explicit instruction in strategies with mastery practice. Avoid timed fact tests for practice because they have been associated with math anxiety that taxes students’ cognitive load and prevents them from being able to focus on the deep concept (Boaler, 2015). Pair concrete or visual representations with problems. Make student practice more efficient by gradually introducing unknown facts. By using a variety of strategy and retrieval practice activities, students will develop the foundational skills they need to understand complex mathematics.

References

Boaler, J., Williams, C., & Confer, A. (2015). Fluency without fear: Research evidence on the best ways to learn math facts. https://www.youcubed.org/wp-content/uploads/2017/09/Fluency-Without-Fear-1.28.15.pdf

Morano, S., Randolph, K., Markelz, A. M., & Church, N. (2020). Combining explicit strategy instruction and mastery practice to build arithmetic fact fluency. TEACHING Exceptional Children, 53(1), 004005992090645. https://doi.org/10.1177/0040059920906455

Stanford University. (2021, October 16). Youcubed. YouCubed. Retrieved November 22, 2021, from https://www.youcubed.org/.

Virginia Department of Education. (2020). Evidence-based specially designed instruction in mathematics resource guide. https://www.doe.virginia.gov/special_ed/disabilities/learning_disability/swd-mathematics-resources.p

For more information, contact Jennifer Askue-Collins (askuecollij@vcu.edu), Program Specialist, T/TAC at VCU.

In Part 1 of this article, published in the December, 2021 T/TAC at VCU E-Blast, we posed the question, “Are we providing the AT supports needed by students with disabilities to improve reading and writing skills in our schools?” One of the barriers to providing supports to students is lack of knowledge about the tools available. This article shares a variety of tools for professionals, families, and students to explore to expand their own knowledge about literacy tools.

There are a wide variety of assistive technology (AT) tools from low tech to high tech that support the needs of students with literacy challenges. Many of these tools are inexpensive and/or easily accessible within your school program. Often school divisions have assistive technology teams (AT Teams) to help IEP teams identify and locate appropriate AT. In addition, it’s important to seek the advice of students, special education teachers, reading specialists, school psychologists, occupational therapists, speech language pathologists, and others who are knowledgeable about assistive technology related to reading and writing to help choose the appropriate devices.

Here are some AT devices and resources for teams to consider:

Low Tech Tools

This includes highlighters, highlighting tape, post-it notes, magnifiers, pencil grips, adapted pencils, page ups, book stands, writing stands, reading frames, sensory items, etc. Check with your AT Team or school administrators to determine whether your school division owns low tech tool kits (they may be called LoTTIE, Low Tech Tools for Inclusive Education, Kits) filled with these valuable resources for you to borrow. Many of these items are easy to make and can be found within your own classroom. If your division owns a 3-D Printer, it is easy to make page ups, sensory items (pencil fidgets, small sensory items), and other low tech tools for literacy for just a few cents. 

Text to Speech Tools

Many students benefit from text to speech programs to improve reading comprehension. There are a variety of tools available such as handheld tools, apps and extensions, and the use of built-in accessibility features on computers, Chromebooks and tablets.

• Handheld reading pens are portable, text to speech scanning devices. There many different reading pens available across the price point. Many reading pens offer dictionaries and translation features, while others offer scanning of both printed and digital text.
• Text to Speech (TTS) Programs: Text to speech programs offer reading comprehension support and read text out loud (e.g., by word, sentence, paragraph, or full body of text). Many text to speech programs offer a choice of reading voices, speed, and colored highlighted text. There are paid and free versions available. Text readers can read Word files, PDFs, web pages, e-mail, and other documents. Often, school divisions purchase subscriptions to programs and extensions such as Read & Write (Text Help), Snap and Read (Don Johnston), Kami, ClaroRead, and many others to support their students. Check with your school division to determine which text to speech programs are supported or sign up for a free teacher version or free trial to learn about the specific features of each program. Don’t forget to explore the built-in text to speech features in the devices used by your students. Seek assistance from your IT department if you need help.

Speech to text or voice recognition (voice dictation) programs

This technology translates spoken words into written text allowing students to be more deliberate in their writing and to increase their writing production. It’s also used as an alternate access method for students with physical disabilities. Many programs offer both text to speech and speech to text features. These voice recognition programs are often built into hand-held devices, tablets, Chromebooks and computers. If you’ve never used voice recognition, begin by experimenting with Google’s free Voice Typing feature.

Word Prediction Programs

Students who have difficulty keyboarding and spelling find word prediction programs helpful. As the student types, suggested words appear on the page for the student to choose, thus reducing the number of keystrokes needed to type. Word prediction features are often built into existing writing programs, or stand-alone word prediction programs are available, such as Co:Writer (Don Johnston).

Accessible Instructional Materials

• AIM-VA (Accessible Instructional Materials -Virginia): AIM-VA provides accessible instructional materials to eligible Virginia K-12 students who have an Individualized Education Program (IEP) and are unable to access traditional print. Accessible instructional materials, or AIM, refers to print-based educational materials that are converted into specialized formats required by the IDEA. (e.g., braille, large print, audio and digital text). Research suggests that these materials support improved grades and test scores and increase independence and motivation (AIM-VA, 2021). 
• Audio books: Audio books are a valuable resource for students who have difficulty with reading. Audio books are available through AIM-VA, Bookshare, Learning Ally and even your school or public library. 

Resource

LoTTIE (Low Tech Tools for Inclusive Education) Kits, reading pens and other assistive technologies are offered for checkout from the AT Lab at the VDOE T/TAC at VCU. Search the Library Catalog to find tools to try with your students.

Reference

AIM-VA Accessible Instructional Materials (2022, January 3). About AIM-VA. AIM-VA. https://aimva.org/about/

The identification of any products, private vendors, or links to websites in this article is only for the purpose of providing examples and information and does not constitute the Virginia Department of Education’s endorsement of these products. Selection of products and implementation of practices should be based on individual student needs and local regulations and policies.

For more information, contact Sharon Jones (scjones@vcu.edu), Program Specialist, T/TAC at VCU.

Special educators rely on specific, evidenced based strategies when delivering specially designed instruction (SDI) to students in a co-taught classroom. One highly effective strategy that incorporates a student’s SDI is explicit instruction. Since SDI increases instructional intensity, explicit instruction can generally be integrated into co-taught classes. Although SDI is what the student with disabilities uniquely requires, students without disabilities can obtain incidental benefit from content explicitly taught.

The Council for Exceptional Children (CEC) describes explicit instruction as following a logical sequence when introducing new lessons, providing clear models and explanations of content, allowing multiple opportunities for scaffolded practice and response, delivering immediate, appropriate feedback, and presenting a range of examples and nonexamples to highlight the content being taught (Council for Exceptional Children, 2018). Explicit instruction is one of the CEC’s High Leverage Practices suggested for all special educators. Using the strategy, “I do, we do, you do” promotes a gradual release of responsibility through demonstration, prompt, and practice (Lee & Sanvik, n.d.). This seemingly simple prompt remains one of the most effective strategies to increase comprehension and can be used effectively for full class, small group, and even one-on-one instruction.

The National Center on Intensive Intervention offers a series of modules on explicit instruction. Similar to information provided by the CEC, these modules provide a greater focus for educators on three components of explicit instruction:

• How to select a clear objective
• How to model for practice
• How to practice with students      

In addition to the modules, worksheets and activities are provided, making the modules an ideal choice for professional development on explicit instruction.

When taught correctly, explicit instruction is engaging for all students. After the modeling and scaffolding steps, teachers can differentiate by teaching the same concept during individual practice in either small group or one-on-one settings. Effective teachers use a variety of strategies and explicit instruction is one of many. However, using this evidenced-based strategy will help to create a structured learning environment that develops engaged, on-task learners. 

References

Council for Exceptional Children. (2018). High-leverage practice #16: Use explicit instruction. High Leverage Practices for Students with Disabilities. https://highleveragepractices.org/hlp-16-use-explicit-instruction

Lee, M., Bottom, D., & Sanvik, M. (n.d.). Special education: I do, you do, we do. Strategies. https://strategiesforspecialinterventions.weebly.com/i-do-we-do-you-do.html

National Center on Intensive Intervention at American Institutes for Research. (n.d.). Modeling and practicing to help students reach academic goals. National Center on Intensive Intervention at American Institutes for Research. https://intensiveintervention.org/modeling-and-practicing-help-students-reach-academic-goals-explicit-instruction-course-module-5

For more information, contact Mary Addeo (mjaddeo@vcu.edu), Program Specialist, T/TAC at VCU.