| 2005 |
The Prevention, Identification, and Cognitive Determinants of Math Difficulty
|
Artículo
|
13 |
| 2006 |
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
|
Artículo
|
13 |
| 2003 |
Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children.
|
Artículo
|
11 |
| 2006 |
Selecting at-risk readers in first grade for early intervention
|
Artículo
|
6 |
| 2010 |
The Contributions of Numerosity and Domain-General Abilities to School Readiness
|
Artículo
|
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.
|
Artículo
|
4 |
| 2012 |
Smart RTI
|
Artículo
|
3 |
| 2015 |
Effects of a multitier support system on calculation, word problem, and prealgebraic performance among at-risk learners
|
Artículo
|
3 |
| 2005 |
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods
|
Artículo
|
3 |
| 2021 |
Closing the word-problem achievement gap in first grade
|
Artículo
|
2 |
| 2012 |
Prevalence and nature of late-emerging poor readers.
|
Artículo
|
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 |
| 2008 |
Dynamic assessment of algebraic learning in predicting third graders' development of mathematical problem solving
|
Artículo
|
2 |
| 2012 |
Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment.
|
Artículo
|
1 |
| 2014 |
Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
|
Artículo
|
1 |
| 2014 |
Sources of individual differences in emerging competence with numeration understanding versus multidigit calculation skill
|
Artículo
|
1 |
| 2015 |
Inclusion versus specialized intervention for very-low-performing students
|
Artículo
|
1 |
| 2019 |
Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program
|
Artículo
|
1 |
| 2012 |
Using word identification fluency to monitor first-grade reading development
|
Artículo
|
1 |
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