InstitucionesPeriodo de publicación recogido
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Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?
Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett
Child development, ISSN 0009-3920, Vol. 87, Nº. 2, 2016, págs. 558-567
Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
Lynn S. Fuchs, Sarah R. Powell, Paul T. Cirino, Robin F. Schumacher, Sarah Marrin, Carol L. Hamlett, Douglas Fuchs, Donald L. Compton, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 4, 2014, págs. 990-1006
Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 482-498
Does working memory moderate the effects of fraction intervention?: An aptitude–treatment interaction
Lynn S. Fuchs, Robin F. Schumacher, Sonya K. Sterba, Jessica Long, Jessica M. Namkung, Amelia S. Malone, Carol L. Hamlett, Nancy C. Jordan, Russell Gersten, Robert S. Siegler, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 499-514
Improving at-risk learners’ understanding of fractions
Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica M. Namkung, Carol L. Hamlett, Paul T. Cirino, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 3, 2013, págs. 683-700
Effects of first-grade number knowledge tutoring with contrasting forms of practice
Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Christopher Schatschneider, Carol L. Hamlett, Jacqueline DeSelms, Pamela M. Seethaler, Julie Wilson, Caitlin F. Craddock, Joan D. Bryant, Kurstin Luther, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 58-77
Predicting development of mathematical word problem solving across the intermediate grades
Tammy D. Tolar, Lynn S. Fuchs, Paul T. Cirino, Douglas Fuchs, Carol L. Hamlett, Jack M. Fletcher
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1083-1093
The Contributions of Numerosity and Domain-General Abilities to School Readiness
Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Carol L. Hamlett, Joan D. Bryant
Child development, ISSN 0009-3920, Vol. 81, Nº. 5, 2010, págs. 1520-1533
A Framework for remediating number combination deficits
Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Douglas Fuchs, Carol L. Hamlett, Paul T. Cirino, Jack M. Fletcher
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 76, Nº. 2, 2010, págs. 135-156
Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher, Douglas Fuchs, Carol L. Hamlett, Rebecca O. Zumeta
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 3, 2009, págs. 561-576
Lynn S. Fuchs, Pamela M. Seethaler, Sarah R. Powell, Douglas Fuchs, Carol L. Hamlett, Jack M. Fletcher
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 74, Nº. 2, 2008, págs. 155-173
Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, Kurstin N. Hollenbeck, Caitlin F. Craddock, Carol L. Hamlett
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 4, 2008, págs. 829-850
Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?
Lynn S. Fuchs, Douglas Fuchs, Caitlin F. Craddock, Kurstin N. Hollenbeck, Carol L. Hamlett, Christopher Schatschneider
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 491-509
Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition?
Lynn S. Fuchs, Douglas Fuchs, Karla K. Stuebing, Jack M. Fletcher, Carol L. Hamlett, Warren Lambert
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 1, 2008, págs. 30-47
Enhancing Mathematical Problem Solving Among Third-Grade Students With Schema-Based Instruction
Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Carol L. Hamlett, Robin Finelli, Susan J. Courey
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 96, Nº. 4, 2004, págs. 635-647
Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving.
Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Mindy Burch, Carol L. Hamlett, Rhoda Owen, Michelle Hosp, Deborah Jancek
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 293-305
Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.
Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Mindy Burch, Carol L. Hamlett, Rhoda Owen, Katie Schroeter
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 306-315
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