Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 4 |
Descriptor
Author
| Fuchs, Douglas | 3 |
| Fuchs, Lynn S. | 3 |
| Hamlett, Carol L. | 3 |
| Seethaler, Pamela M. | 3 |
| Cirino, Paul T. | 2 |
| Gilbert, Jennifer K. | 2 |
| Powell, Sarah R. | 2 |
| Tolar, Tammy D. | 2 |
| Compton, Donald L. | 1 |
| Dixon, Juli K. | 1 |
| Farina, Kristy | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 2 |
| Numerical/Quantitative Data | 1 |
Education Level
| Elementary Education | 4 |
| Early Childhood Education | 3 |
| Grade 2 | 3 |
| Primary Education | 3 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Grade 1 | 1 |
| Grade 3 | 1 |
Audience
Location
| Florida | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Iowa Tests of Basic Skills | 4 |
| Wechsler Intelligence Scales… | 2 |
| Wide Range Achievement Test | 2 |
| Woodcock Diagnostic Reading… | 2 |
| Woodcock Johnson Tests of… | 2 |
| Woodcock Johnson Tests of… | 1 |
| Woodcock Reading Mastery Test | 1 |
What Works Clearinghouse Rating
Download full text
Direct linkSchoen, Robert C.; LaVenia, Mark; Tazaz, Amanda M.; Farina, Kristy; Dixon, Juli K.; Secada, Walter G. – Grantee Submission, 2020
Using a cluster-randomized controlled trial research design, this study investigates the effect of the first year of a three-year teacher professional development program on grades 1 and 2 student achievement in mathematics. Although the findings reported in the present report do not meet the standard cutoff for statistical significance (e.g., 95%…
Descriptors: Elementary School Students, Grade 1, Grade 2, Mathematics Achievement
Peer reviewedFuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Developmental Psychology, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Seethaler, Pamela M. – Journal of Learning Disabilities, 2011
The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on…
Descriptors: Grade 3, Problem Solving, Elementary School Mathematics, Mathematics Instruction
