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We examined the impact of three-tiered instruction on multiplication facts for Japanese second-grade public elementary students (N=59). In Tier 1 (about three months), all students received regular classroom instruction from their classroom teachers. We monitored the accuracy and uency of their performance on multiplication facts. In Tier 2 (about one month), teachers conducted a 10-minute supplemental instruction ( ash card practice) (n=17). In Tier 3 (about three weeks), students (n=5) practiced multiplication facts through the “covercopy-compare” method and a timed trial procedure. We calculated the percentage of correctly answered problems and assessed the number of correct and incorrect problems per minute in 1-minute timed trials. A multiple probe design across instructional materials was used to evaluate the e ect of Tier 3 instruction. Fi y-three of the 59 students demonstrated mastery of all multiplication facts during Tier 1 and Tier 2. However, the remaining six students including one who did not complete the study did not master all multiplication facts in Tier 3. Results of this study suggest concrete practical issues that should be addressed in future practical research.

Application of a Three-Tiered Instruction Model for Japanese Second-Grade Students to Improve Accuracy and Fluency of Multiplication Facts