Duhon, GaryPowell, Steven L.2021-08-302021-08-302021-05https://hdl.handle.net/20.500.14446/330744We examined the math facts fluency growth of students receiving explicit timing practice in either a massed, short-distributed, or long-distributed fashion. In a repeated-measures group design, 50 mid-western 3rd grade students completed four one-minute math probes each day for 20 days. Hierarchical linear modeling revealed that students who received practice separated by a three-hour interval grew significantly more than students who practiced with a ten-minute distribution or a massed presentation.application/pdfCopyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.Dissertation