Applying Spaced Practice in the Schools to Teach Math Vocabulary
Document Type
Article
Publication Date
6-2019
Abstract
Spaced practice, or the distribution of practice opportunities across time, is a well‐known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhaps as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the spaced practice. Using a quasi‐experimental between‐subjects design, we taught 62 third‐and fourth‐grade students eight math vocabulary words under two patterns of spaced practice (fixed interval and expanded interval) and massed practice. Results showed a benefit of spaced practice over massed practice, but no difference between fixed interval and expanded interval spaced practice. The findings suggest that spaced practice may be implemented to improve the retention of math vocabulary words; however, more research is needed to provide guidelines to support educators in implementing spaced practice in schools.
Department
Psychology
Publication Title
Psychology in the Schools
Recommended Citation
Petersen-Brown, S., Lundberg, A. R., Ray, J. E., Dela Paz, I. N., Riss, C. L., & Panahon, C. J. (2019). Applying spaced practice in the schools to teach math vocabulary. Psychology in the Schools, 56, 977-991. doi:10.1002/pits.22248
DOI
10.1002/pits.22248
Link to Publisher Version (DOI)
Publisher's Copyright and Source
Copyright © 2019 Wiley Periodicals, Inc. Article published in Psychology in the Schools, June 2019, Volume 56, Issue 6, pages 977-991. Available online https://doi.org/10.1002/pits.22248
