An Investigation of the Look-Ask-Pick Mnemonic to Improve Fraction Skills


Abstract The current study evaluated the effects of the Look-Ask-Pick (LAP) mnemonic on the addition and subtraction of fraction skills of 3 general education sixth graders. Following identification of fraction skill deficits, participants were taught to add and subtract fractions with like denominators, unlike denominators where one divides evenly into the other, and unlike denominators where one does not divide evenly into the other. Using a concurrent multiple baseline across participants design, results indicated increases in both percent problems correct and digits correct per minute for all participants during the LAP intervention. Gains were also sustained at 3-week maintenance. Results are discussed in terms of extending previous LAP mnemonic usage.