The negative effect of too much
practice with very
similar items is that teachers will not know what students can truly do
under more natural and independent
conditions.
Methe et al (2012) conducted a meta - analysis of interventions for basic math in single - case research and reported «we found interventions involving
practice under speeded
conditions and a carefully controlled instructional sequence produced the strongest effects,» echoing results from Powell et al (2009) who reported that timed
practice (vs. untimed) was crucial to an intervention for struggling 3rd - graders to learn math facts, and Fuchs et al. (2013) reporting
similar results for 1st graders..