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The Prevention, Identification, and Cognitive Determinants of Math Difficulty
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14 |
| 2006 |
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
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14 |
| 2003 |
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
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11 |
| 2014 |
Does working memory moderate the effects of fraction intervention?
Fuchs, Lynn S.
Schumacher, Robin F.
Sterba, Sonya K.
Long, Jessica
Namkung, Jessica M.
Malone, Amelia S.
Hamlett, Carol L.
Jordan, Nancy C.
Gersten, Russell
Siegler, Robert S.
Changas, Paul
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8 |
| 2010 |
The "Blurring" of special education in a new continuum of general education placements and services
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7 |
| 2016 |
Cognitive predictors of calculations and number line estimation with whole numbers and fractions among at-risk students
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6 |
| 2006 |
Selecting at-risk readers in first grade for early intervention
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6 |
| 2013 |
Improving at-risk learners’ understanding of fractions
Fuchs, Lynn S.
Schumacher, Robin F.
Long, Jessica
Namkung, Jessica M.
Hamlett, Carol L.
Cirino, Paul T.
Jordan, Nancy C.
Siegler, Robert S.
Gersten, Russell
Changas, Paul
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Artículo
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5 |
| 2003 |
Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.
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5 |
| 2016 |
Supported self-explaining during fraction intervention
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5 |
| 2008 |
Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties
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4 |
| 2010 |
The Contributions of Numerosity and Domain-General Abilities to School Readiness
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4 |
| 2008 |
Problem solving and computational skill
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Artículo
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4 |
| 2010 |
Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process.
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Artículo
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4 |
| 2005 |
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods
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3 |
| 2012 |
Smart RTI
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Artículo
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3 |
| 2015 |
Effects of a multitier support system on calculation, word problem, and prealgebraic performance among at-risk learners
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Artículo
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3 |
| 2014 |
Sources of Individual Differences in Children's Understanding of Fractions
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3 |
| 2019 |
On the importance of moderator analysis in intervention research
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3 |
| 2021 |
Closing the word-problem achievement gap in first grade
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2 |
| 2009 |
Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial
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2 |
| 2021 |
Addressing Challenging Mathematics Standards With At-Risk Learners
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ARTICULO
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2 |
| 2003 |
Explicitly teaching for transfer
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2 |
| 2010 |
A Framework for remediating number combination deficits
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Artículo
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2 |
| 2013 |
Effects of first-grade number knowledge tutoring with contrasting forms of practice
Fuchs, Lynn S.
Geary, David C.
Compton, Donald L.
Fuchs, Douglas
Schatschneider, Christopher
Hamlett, Carol L.
DeSelms, Jacqueline
Seethaler, Pamela M.
Wilson, Julie
Craddock, Caitlin F.
Bryant, Joan D.
Luther, Kurstin
Changas, Paul
|
Artículo
|
2 |
| 2017 |
Critique of the National Evaluation of Response to Intervention
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2 |
| 2008 |
Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving
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Artículo
|
2 |
| 2008 |
Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving
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1 |
| 2015 |
Inclusion versus specialized intervention for very-low-performing students
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Artículo
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1 |
| 2019 |
Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program
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Artículo
|
1 |
| 2012 |
Using word identification fluency to monitor first-grade reading development
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Artículo
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1 |
| 2010 |
Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty.
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1 |
| 2021 |
Alternative paths to improved word-problem performance
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ARTICULO
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1 |
| 2022 |
Building word-problem solving and working memory capacity
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ARTICULO
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1 |
| 2012 |
Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment.
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1 |
| 2014 |
Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
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1 |
| 2014 |
Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill
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1 |
| 2019 |
Does the severity of students’ pre-intervention math deficits affect responsiveness to generally effective first-grade intervention?
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