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Download full textAmber Y. Wang; Lynn S. Fuchs; Kristopher J. Preacher; Douglas Fuchs; Amelia S. Malone; Rachel Pachmayr – Grantee Submission, 2019
The study has two primary purposes. The first was to examine the efficacy of the "Super Solvers" Fractions Intervention (SSFI) for third-grade students at risk for mathematics learning disabilities (MLD). The second was to test the added value of embedding self-regulation instruction into the SSFI. Students were randomly assigned to a…
Descriptors: Program Effectiveness, Fractions, Problem Solving, Mathematics Instruction
Lynn S. Fuchs; Amelia S. Malone; Kristopher J. Preacher; Douglas Fuchs; Amber Y. Wang; Rachel Pachmayr – Grantee Submission, 2019
The purposes of this study were twofold. The first was to test the efficacy of two versions of the "Super Solvers" (SS) intervention for fourth- and fifth-grade students at-risk for mathematics learning disabilities (MLD). The second was to test the value of adding an error analysis component to the SS intervention. Students were…
Descriptors: Program Effectiveness, Fractions, Problem Solving, Mathematics Instruction
Peer reviewed
Direct linkLewis, Katherine E.; Fisher, Marie B. – Journal for Research in Mathematics Education, 2016
Although approximately 5-8% of students have a mathematical learning disability (MLD), researchers have yet to develop a consensus operational definition. To examine how MLD has been identified and what mathematics topics have been explored, the authors conducted a systematic review of 165 studies on MLD published between 1974 and 2013. To move…
Descriptors: Mathematics Education, Mathematics, Mathematics Instruction, Learning Disabilities
Tolar, 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
Cirino, Paul T.; Fuchs, Lynn S.; Elias, John T.; Powell, Sarah R.; Schumacher, Robin F. – Journal of Learning Disabilities, 2015
The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive…
Descriptors: Learning Disabilities, Student Characteristics, Cognitive Ability, Mathematics Skills
Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Fuchs, Douglas; Hamlett, Carol L.; Cirino, Paul T.; Fletcher, Jack M. – Exceptional Children, 2010
This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3…
Descriptors: Intervention, Student Reaction, Remedial Instruction, Numeracy
