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Peer reviewed
Direct linkTolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Journal of Learning Disabilities, 2016
Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…
Descriptors: Grade 3, Elementary School Students, Mathematics Instruction, Learning Disabilities
Bottge, Brian A.; Toland, Michael D.; Gassaway, Linda; Butler, Mark; Choo, Sam; Griffen, Ann Katherine; Ma, Xin – Exceptional Children, 2015
The Common Core State Standards for Mathematics will place more pressure on special education and math teachers to raise the skill levels of all students, especially those with disabilities in math (MD). The purpose of this study was to assess the effects of enhanced anchored instruction (EAI) on students with and without MD in co-taught general…
Descriptors: Academic Standards, State Standards, Special Education Teachers, Mathematics Instruction
Montani, Teresa Oettinger; Smith, Lisa – Learning Disabilities: A Multidisciplinary Journal, 2004
This study examined the performance of one hundred thirty-one fifth graders on timed versus untimed mathematics tests. Measures of math fluency and calculation were administered. Low achieving students performed poorly on both calculation and math fluency. Normally achieving children performed within the average range on both calculation and math…
Descriptors: Mathematics Tests, Grade 5, Computation, Elementary School Students
