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Statistical Analysis Report on the Effectiveness of Times Tales with Learning Disabilities – Dyslexia & Dyscalculia

Independently Published by Florida National University - Research showed an overall increase of 70% - 80% on test scores!

Key Findings & Statistics

  • Substantial Score Increases: The research showed an average overall increase of 70% to 80% on test scores. Specifically, the average gain for all participating students was an 81% increase.

  • Mastery of Upper Times Tables: While students often struggle most with upper times tables (e.g., 6, 7, 8, and 9), the study found that this intervention allowed students with LD to achieve mastery through structured mnemonics.

  • Cognitive Strategy Shift: One of the most significant results was the shift in mathematical reasoning. Students moved away from "juvenile strategies" like finger counting and transitioned to automatic retrieval, which is essential for higher-level math.

  • Multisensory Engagement: The intervention's success is attributed to its "multiple means of instruction," which includes audio, visual, and game-based support. This approach kept students engaged and improved their confidence alongside their academic performance.

  • Validation of Methods: The findings are consistent with previous academic studies (Skarr et al., 2014; Min Wook and Bryant, 2016) regarding the efficacy of mnemonic interventions for math fact recall.

Conclusion: The report concludes that when students are provided with a multisensory "story-based" approach, those who previously relied on charts or counting are able to achieve rapid and lasting mastery of basic multiplication facts.

* Last updated and fact-checked on April 10, 2026 by Jennie Winters.

 

Times Tales® Statistical Study excerpt, " All the learning disabled students noted an average increase in score of at least 70%".

Statistical Study on Times Tales® Program: 

Effects of a Multisensory Approach to the Mastery of Basic Multiplication Facts on Elementary Students with Learning Disabilities. Florida International University

Statistical chart showing multiplication score increases for students with dyslexia using Times Tales.

Excerpts from Action Report Study Below. CLICK for full 37 page report (PDF)



Based on observations as well as technology-based diagnostic scores, students can solve multiplication problems based on the lower tables but specifically struggle with the upper times tables...The learning disabled students noted an average increase in score of at least 70% with the Times Tales® program.

 

(page 4) All  students (in the study)  had been identified as having specific learning disabilities (SLD) and required Individual Education Plans (IEP).

(page 18) The average gains for all students were an 81% increase in overall score.

(page 10) Another result of the study was improved mathematical reasoning strategy application; specifically, after the study the participants moved from using juvenile strategies such as counting on to more developed strategies such as automatic retrieval .

(page 18) Findings The results of the study were consistent with those of similar studies conducted by Skarr et al. (2014) and Min Wook and Bryant (2016). When presented with a multisensory approach to learning basic multiplication facts, students were able to achieve mastery of facts with structured interventions. The interventions provided multiple means of instruction and included audio/visual, mnemonic, and game-based support for learners. Students participating in this study looked forward to the sessions and could sense that they were improving in basic fact recall. In addition to the students’ overall basic multiplication fact assessment score progress, their pre- and post- intervention questionnaires and observations were analyzed.