ArcherA. L.HughesC. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.
2.
CarnineD. W. (1976). Similar sound separation and cumulative introduction in learning letter-sound correspondences. Journal of Educational Research, 69, 368–372. doi:10.1080/00220671.1976.10884928
3.
CarnineD. W. (1989). Designing practice activities. Journal of Learning Disabilities, 22, 603–607. doi:10.1002/9781119061656.ch18
4.
CarpenterS. K.CepedaN. J.RohrerD.KangS. H. K.PashlerH. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369–378. doi:10.1007/s10648-012-9205-z
5.
CuddyL, J.JacobyL. L. (1982). When forgetting helps memory: An analysis of repetition effects. Journal of Learning and Verbal Behavior, 21, 451–467. doi:10.1016/S0022-5371(82)90727-7
6.
DoablerC. T.FienH.Nelson-WalkerN. J.BakerS. K. (2012). Evaluating three elementary mathematics programs for presence of eight research-based instructional design principles. Learning Disability Quarterly, 35, 200–211. doi:10.1177/0731948712438557
7.
DunloskyJ.RawsonK. A.MarshE. J.NathanM. J.WillinghamD. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. doi:10.1177/1529100612453266
8.
FinkW. T.Brice-GrayK. J. (1979). The effects of two teaching strategies on the acquisition and recall of an academic task by moderately and severely retarded preschool children. Mental Retardation, 17, 8–12.
9.
GerbierE.ToppinoT. C. (2015). The effect of distributed practice: Neuroscience, and cognition, and education. Trends in Neuroscience and Education, 4, 49–59. doi:10.1016/j.tine.2015.01.001
10.
GettingerM.BryantN. D.FayneH. R. (1982). Designing spelling instruction for learning-disabled children: An emphasis on unit size, distributed practice, and training for transfer. The Journal of Special Education, 16, 439–448. doi:10.1177/002246698201600407
11.
GleasonM.CarnineD.ValaN. (1991). Cumulative versus rapid instruction of new information. Exceptional Children, 57, 353–358.
12.
GrassiJ. R. (1971). Effects of massed and spaced practice on learning in brain-damaged behavior-disordered, and normal children, Journal of Learning Disabilities, 4, 7–12. doi:10.1177/002221947100400501
13.
HattieJ. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London, UK: Routledge.
14.
HughesC. A.RiccominiP. J.MorrisJ. R. (2019). Use explicit instruction. In McLeskeyJ.et al. (Eds.), High-leverage practices in special education (pp. 215–236). Arlington, VA: Council for Exceptional Children and CEEDAR Center.
15.
KangS. H. K. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Instructional Strategies, 3, 12–19. doi:10.1177/2372732215624708
16.
KangS. H. K. (2017). The benefits of interleaved practice for learning. In HorvathJ. C.LodgeJ. M.HattieJ. (Eds.), From the laboratory to the classroom: Translating science of learning for teachers (pp. 79–93). New York, NY: Routledge.
17.
KangS. H. K.LindseyR. V.MozerM. C.PashlerH. (2014). Retrieval practice over the long term: Should spacing be expanding or equal-interval?Psychonomic Bulletin & Review, 21, 1544–1550. doi:10.1037/e520602012-390
18.
KarpickeJ. D.RoedigerH. L. (2010). Is expanding retrieval a superior method for learning text materials?Memory & Cognition, 38, 116–124. doi:10.3758/MC.38.1.11
19.
Le BlancK.SimonD. (2008, November). Mixed practice enhances retention and JOL accuracy for mathematical skills. Paper presented at the annual meeting of the Psychonomic Society, Chicago, IL.
20.
LekoM. M.BrownellM. T.SindelarP. T.KielyM. T. (2015). Envisioning the future of special education personnel preparation in a standards-based era. Exceptional Children, 82, 25–43. doi:10.1177/0014402915598782
21.
MayfieldK. H.ChaseP. N. (2002). The effects of cumulative practice on mathematics problem solving. Journal of Applied Behavior Analysis, 35, 105–123. doi:10.1901/jaba.2002.35-105
22.
NakataT. (2015). Effects of expanding and equal spacing on second language vocabulary learning: Does gradually increasing spacing increase vocabulary learning?Studies in Second Language Acquisition, 37, 677–711. doi:10.1017/S0272263114000825
PashlerH.BainP.BottgeB.GraesserA.KoedingerK.McDanielM.MetcalfeJ. (2007) Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov
25.
RauM. A.AlevenV.RummelN. (2010). Blocked versus interleaved practice with multiple representations in an intelligent tutoring system for fractions. In AlevenV.KayJ.MostowJ. (Eds.), Intelligent tutoring systems (pp. 413–442). Berlin, Germany: Springer-Verlag.
26.
RohrerD. (2012). Interleaving helps students distinguish among similar concepts. Educational Psychology Review, 24, 355–367. doi:10.1007/s10648-012-9201-3
RohrerD.DedrickR. F.BurgessK. (2014). The benefit of interleaved mathematics practice is not limited to superficially similar kinds of problems. Psychonomic Bulletin & Review, 21, 1323–1330. doi:10.3758/s13423-014-0588-3
29.
RohrerD.DedrickR. F.StershicS. (2015). Interleaved practice improves mathematics learning. Journal of Educational Psychology, 107, 900–908. doi:10.1037/e528942014-240
30.
RohrerD.TaylorK. (2007). The shuffling of mathematics problems improves learning. Instructional Science, 35, 481-498. doi: 10.1007/s11251-007-9015-8
31.
SchmidtR. A.BjorkS. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207–217. doi:10.1111/j.1467-9280.1992.tb00029.x
32.
SwansonH. L.AshbakerM. H. (2000). Working memory, short-term memory, speech rate, word recognition, and reading comprehension in learning disabled readers: Does the executive system have a role?Intelligence, 28, 1–30. doi:10.1016/S0160-2896(99)00025-2
33.
SwansonH. L.DeshlerD. (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36, 124–135. doi:10.1177/002221940303600205
34.
TaylorK.RohrerD. (2010). The effects of interleaved practice. Applied Cognitive Psychology, 24, 837–848. doi:10.1002/acp.1598
35.
YanV. X.ClarkC. M.BjorkR. A. (2017). Memory and metamemory considerations in the instruction of human beings revisited: Implications for optimizing on-line learning. In HorvathJ.LodgeJ.HattieJ. (Eds.),. From the laboratory to the classroom: Translating science of learning for teachers (pp. 61–78). New York, NY: Routledge.