Such procedures minimize errors and allow a large number of learning trials within a short amount of time, thereby maximizing learning rates (see Skinner, 2008). In taped interventions, students are presented with visual stimuli (e.g., word lists, math problems) and are instructed to say the correct response before it is provided by an audiotape recorder. Taped interventions offer a low-tech solution to the delivery of basic academic skill instruction and have been used to remedy sight-word reading (e.g., Bliss, Skinner, & Adams, 2006) and math-fact deficits (e.g., McCallum, Skinner, Turner, & Saecker, 2006), enhancing both accuracy and automaticity. Although number-identification deficits may predict later mathematics difficulties ( Clarke & Shinn, 2004 Fuchs et al., 2007), few studies have examined effective ways to remedy this early skill deficit ( Chard et al., 2008 Gersten, Jordan, & Flojo, 2005).
The ability to identify numbers is a critical early numeracy competency and a prerequisite for the development of other math skills ( Jordan, Kaplan, Oláh, & Locuniak, 2006).
Although most children begin school with core number competencies, others need targeted teaching and learning activities to acquire these skills ( Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006 National Research Council, 2009).
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