Enhancing academic engagement: Providing opportunities for responding and influencing students to choose to respond

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The Taped-Problems Intervention: Increasing Multiplication Fact Fluency Using a Low-Tech, Classwide, Time-Delay Intervention (2006, background): “…research findings suggest that enhancing basic computation fluency may reduce math anxiety, enhance the probability of students choosing to engage in math tasks, and reduce the time and effort required to learn and master more advanced math tasks (Cates & Rhymer, 2003; Skinner et al., 2005).”
Evaluating and Comparing Interventions Designed to Enhance Math Fact Accuracy and Fluency: Cover, Copy, and Compare Versus Taped Problems (2007, background): “A student who is automatic with basic facts will complete problems at a faster rate and therefore is likely to have more opportunities to respond (i.e., practice trials), which can enhance accuracy, fluency, and maintenance (Ivarie, 1986; Skinner, Bamberg, Smith, & Powell, 1993; Skinner, Belfiore, M”
A Comparison of Taped Problems With and Without a Brief Post-Treatment Assessment on Multiplication Fluency (2010, background): “Researchers investigating response effort and reinforcement strength have found evidence suggesting that students who have not developed math-fact fluency are less likely to choose to engage in math tasks, which may cause them to fall farther behind in their math development (Skinner et al. 2005).”