The Effects of the Pegword Method on the Multiplication Skills of Students with Math Difficulties
Pegword mnemonics in short daily bursts can raise multiplication fact speed for middle-schoolers who struggle with math.
01Research in Context
What this study did
Three middle-schoolers who struggled with two-digit multiplication got a short daily lesson. Each lesson used pegword mnemonics: the student pictured a silly rhyme that matched the math fact. The study ran 10–12 sessions and tracked how fast and accurate each child became.
The team used a multiple-baseline design. They started the pegword lessons at different times for each child. This let them see if gains came from the strategy, not from outside help.
What they found
All three students gradually got faster and more accurate on multiplication facts. The gains showed up after the pegword lessons began and stayed.
No new errors popped up. The kids kept the skill when the rhymes were faded.
How this fits with other research
The result lines up with Durand et al. (1990) and Buskist et al. (1988). Both used prompting-and-fading tactics and saw quick skill gains. Pegwords now join constant time delay as a proven way to lock in facts.
Dowker (2020) reminds us that many kids with ADHD or dyslexia also struggle with math. Pegwords could help this wider group, not just the three in the study.
Bromley et al. (1998) used peer tutoring for students with ADHD and saw mixed academic gains. Pegwords may give a more focused boost for multiplication, while peer tutoring helps classroom behavior.
Why it matters
If a child stalls on multiplication, you can add a 5-minute pegword routine to your session. Pick one rhyme, model it, and let the child say it back while solving. Track speed and accuracy for a week. The study shows even brief daily rhymes can lift fluency without extra staff or tech.
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02At a glance
03Original abstract
Abstract This single-case study assessed the effectiveness of a mnemonic pegword strategy designed to enhance the multiplication fact fluency of three 6th-grade students who demonstrated persistent learning difficulties in mathematics. A nonconcurrent multiple baseline across subjects design was utilized, incorporating 3–5 baseline sessions followed by 10–12 intervention sessions. The results indicated a noticeable, gradual improvement in the learners' ability to recall multiplication facts involving two-digit numbers quickly and accurately. Interviews conducted with the participants to assess the social validity of this approach revealed agreement and enthusiasm for the continued use of the strategy. Although acknowledging certain limitations inherent in this research, these results support the continued use of this intervention to aid students who struggle with basic multiplication. Further investigations are warranted to determine the generalizability of these findings and to address the study’s inherent limitations.
Education and Treatment of Children, 2025 · doi:10.1007/s43494-024-00146-9