Using Constant Time Delay to Teach Multiplication Facts to Two Fourth-Grade Boys with Learning Difficulties
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| Title: | Using Constant Time Delay to Teach Multiplication Facts to Two Fourth-Grade Boys with Learning Difficulties |
|---|---|
| Language: | English |
| Authors: | Linda Bell, Matthias Grünke, Anne Barwasser, Susanne Hoff |
| Source: | Learning Disabilities: A Contemporary Journal. 2025 23(2):201-216. |
| Availability: | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Mathematics Instruction, Teaching Methods, Learning Problems, Grade 4, Elementary School Students, Foreign Countries, Multiplication, Prompting, Learning Disabilities, Attention Deficit Hyperactivity Disorder |
| Geographic Terms: | Germany |
| ISSN: | 1937-6928 |
| Abstract: | Constant Time Delay (CTD) is a structured, error-reducing teaching strategy with promising applications for students with mathematical learning difficulties (MLD). In this study, we systematically replicated CTD in a German inclusive classroom to evaluate its effects on multiplication fact fluency. Two fourth-grade boys with persistent multiplication difficulties but adequate addition skills participated in parallel singlecase experiments using two multiple-baseline designs across the 6-, 7-, and 8-times tables. CTD was implemented through flashcard practice, initially supported by skip counting and later complemented with math racetrack activities for motivation. Results demonstrated immediate and substantial gains in multiplication fluency for both students, confirmed through visual analysis, effect size indices (PEM-T, Tau-U), and hierarchical piecewise regression. Social validity ratings indicated high acceptance and perceived effectiveness. Limitations include the short intervention period and the combined use of supplemental strategies, findings provide preliminary evidence that CTD is a feasible and effective method for strengthening arithmetic fact retrieval in students with MLD. Future research should pursue larger-scale replications, long-term follow-up, and systematic isolation of CTD components to establish a stronger evidence base. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492575 |
| Database: | ERIC |
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