Effective Approaches for Scheduling and Formatting Practice: Distributed, Cumulative, and Interleaved Practice

Autor/inn/en	Hughes, Charles A.; Lee, Joo-Young
Titel	Effective Approaches for Scheduling and Formatting Practice: Distributed, Cumulative, and Interleaved Practice
Quelle	In: TEACHING Exceptional Children, 51 (2019) 6, S.411-423 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059919847194
Schlagwörter	Students with Disabilities; Retention (Psychology); Drills (Practice); Scheduling; Educational Strategies; Skill Development + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Merkfähigkeit; Disposition; Lehrstrategie; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Many teachers have experienced the frustration of teaching a concept and seeing students appear to grasp the concept only to discover on a test or in the next unit that they did not retain the information or skill. Although some forgetting occurs for all learners, students with high-incidence disabilities are particularly susceptible to experiencing difficulties with retaining content (Swanson & Deshler, 2003). As a result, many students with high-incidence disabilities require extended, focused practice in order to ensure long-term retention (Swanson & Ashbaker, 2000). Research in the area of effective practice strategies and procedures has demonstrated the particular utility of three related approaches to practice: distributed, cumulative, and interleaved practice (Carnine, 1989; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013). Detailed in this article, these three approaches are presented together because they (a) share the purpose of improving long-term retention of skills and knowledge; (b) follow the massed practice that often takes place immediately after initial acquisition of a skill via intensified, explicit, and guided practice during a lesson; and (c) are often used in conjunction with each other. Three tables provide key concepts related to each approach to practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01