About TouchMath: RESEARCH





Today, a growing body of independent, primary and secondary research continues to validate the classroom experiences reported by thousands of frontline teachers. These studies point to a common conclusion: TouchMath’s unsurpassed multisensory math teaching approachhelps teachers teach and learners learn.

Research Validates the Efficacy of TouchMath

“A Support System Like No Other”
- Beth McCulloch Vinson, Ph.D.

Smart teachers have known for decades that TouchMath is a strong, successful supplemental math program, and performs as promised. No wonder TouchMath is so popular!

“TouchMath is a product that’s going to touch every child. It’s good for every type of learner, whether they’re visual, auditory, or kinesthetic. I’d like to see all teachers using TouchMath, starting in kindergarten.”
— Terri Greenwell, 1st grade teacher, Titusville, FL

For quickest access to any or all of the available research summaries, download and print them below. You may also call our offices or send us an email. 1-800-888-9191 or info@touchmath.com

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"Addition tests of 40, 50, and 60 problems were used weekly. All students in the study improved significantly in both speed and accuracy from pretest to posttest, which supported the effectiveness of the TouchMath intervention."

- How Effective Is TouchMath for Improving Students with Special Needs Academic Achievement on Math Addition Mad Minute Timed Tests?
Zeda G. Wisniewski, M.A.
Denise Skarbek, Ph.D.

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The purpose of this paper is to share the results of a 1-week intervention that focused on the effects of simply teaching basic touch math to third grade students in an effort to increase their speed and accuracy in computation. For the purposes of this study, it focused on computations of single digit addition and subtraction and up to three or four digits in addition and subtraction with and without regrouping.


- A Comparison of Two Methods of Addition Instruction, Touchpoints and Manipulatives, with First Grade Students with Learning Disabilities in a Resource Classroom to Determine Efficiency and Effectiveness, LuAnne Littlefield, B.S., M.S., M.S.

Download sections of this thesis
in a PDF format by clicking
on any of the links below:

Abstract of Thesis
Acknowledgements
Final Thesis
Thesis Attachments
Thesis References
Subject Data, Doug
Subject Data, Keith
Subject Data, Michael
Subject Data, Richard

"The purpose of this study was to examine the effects of mathematics instruction based on the use of a multisensory approach. The TouchMath approach to teaching addition to first graders showed a significant level of mathematical achievement gained "

"Teachers of mathematics have the important job of presenting curriculum material in many different modalities so all children are capable of learning. The TouchMath Approach appeals to children through auditoy, visual, and tactile senses. "

- Effects of a Multisensory Approach on Grade One Mathematics Achievement,
Joanne M. Bedard, M.A.

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Abstract and Table of Contents
Paper, Bibliography, and Appendices


"The TouchMath group was able to solve math problems faster and more accurately than their counterparts..."

"For many, this was the first time they had been successful in school and finally realized that they were capable of accomplishing a great deal more."

"The data indicated that TouchMath was an effective method of teaching students with mild learning disabilities

- TouchMath Intervention vs. Traditional Intervention: Is There a Difference?,
Dean Dulgarian, B.A., M.A., J.D.

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“When children develop effective skills through the TouchMath program, they are able to focus on the real-life application, instead of the task of computation.”

“The very act of touching and counting the Touchpoints provides a concrete experience.”

- A Foundation Research Base for the TouchMath Program, Beth McCulloch Vinson, Ph.D.
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“94% of teachers incorporate multisensory techniques into their math lessons often or very often.”

“86% of teachers surveyed who have used TouchMath have or will use it again.”

- Multisensory Materials in K-3 Mathematics: Theory and Practice, Jenny Rains, Robert Durham, Ph.D., Catherine Kelly, Ph.D.
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“The TouchMath group responded with 80% accuracy while the control group was accurate with 44% of their responses.”

“Results of the study indicated the TouchMath group performed far more capably on all of the problems presented on the worksheet.”

- The TouchMath Program and Its Effect on the Performance of First Graders, Lyn Strand, MA, MA, CCC-SP
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“99.8% of all respondents stated that the TouchMath program has been an effective supplement to their math instruction.”

“Respondents with over 20 years of experience have noted 'better computational skills' and 'consistently correct answers' as being the areas of greatest improvement seen in students.”

- TouchMath National Educator Survey, Susan Grattino, MBA
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“TouchMath is the only alternate system that uses the Touchpoints, and it is the use of the Touchpoints that proved to be the key to this group of students' success.”

“The results indicate TouchMath lead to an increase of math fluency with the students averaging a three year gain in addition and subtraction skills.”

- The Effectiveness of the TouchMath Curriculum to Teach Addition and Subtraction to Elementary Aged Students Identified with Autism, David Berry, Ph.D.
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"The TouchMath program provides students with a counting method for learning mathematics operations that takes advantage of all learning modalities. This study is similar to previous research (sawands, 1982; Thornton et al., 1983; Thornton & Toohey, 1985; Zendel & Pihl, 1982) demonstrating positive effects of a multisensory approach with some students with disabilities.”

- Multisensory Mathematics for Children With Mild Disabilities, Kristen S. Scott
Reprinted from Exceptionality, 4(2), 97-111

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This package contains a variety of articles from university professors, quotes from referenced sources utilizing and researching TouchMath, a partial listing of universities and colleges currently including the TouchMath approach in their classes for teachers, a small classroom study and additional resources for finding information on the TouchMath Program.

- TouchMath Supplemental Information
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The Orton-Gillingham and TouchMath systems of instruction were implemented to improve language and mathematics skill development for 6- and 7-year-olds in a first-grade classroom. After 2 years of intervention, the participants were found to be no longer in need of special education services. All the participants showed marked improvement in reading scores on the WRAT-III. The students who had been considered to be at risk for reading and mathematics difficulties at the beginning of their first grade year were no longer in need of special education services at the end of second grade.

- Labels Needn’t Stick: “At-Risk” First Graders Rescued With Appropriate Intervention, Poonam C. Dev, Nazareth College of Rochester, Beverly A. Doyle, Creighton University, Barbara Valente, Pittsford Central School District, Pittsford, New York
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Throughout the years, several teachers have noticed that although some students are taught TouchMath at an early age, and seem to benefit from it, they continue to count on the TouchPoints in their middle and high school years. To these teachers, and to Innovative Learning Concepts, Inc., the developers of TouchMath, addressing these concerns is essential.

- Touching Points on a Numeral as a Means of Early Calculation: Does this Method Inhibit Progression to Abstraction and Fact Recall?, Beth McCulloch Vinson, Ph.D.
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The research described in this paper summarizes a study of a randomly chosen, high-performing elementary school, as indicated by standardized mathematics scores, and teachers’ perceived beliefs that the use of the TouchMath program contributes to overall mathematics achievement. Responses from the questionnaire interviews indicated that teachers use TouchMath in their daily instruction throughout the year. In addition, veteran teachers have used TouchMath for a number of years, and provide scaffolds for novice teachers to acquire those teaching skills. Even though other methods and programs have been used, adjacent to the TouchMath program, teachers tend to place a high importance on the effectiveness of TouchMath as a supplemental program with learners of all performance levels.

- A Quantitative and Qualitative Study of a High-Performing Elementary School in Mathematics - Does TouchMath Contribute to Overall Mathematics Achievement?, Dr. Robert Michael Jarrett, Dr. Beth McCulloch Vinson, Athens State University, Athens, Alabama
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