NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20260
Since 20250
Since 2022 (last 5 years)0
Since 2017 (last 10 years)1
Since 2007 (last 20 years)6
Descriptor
Arithmetic7
Word Problems (Mathematics)7
Computation4
Elementary School Students4
Grade 34
Mathematics Skills4
Problem Solving4
Short Term Memory4
Cognitive Processes3
Elementary School Mathematics3
Grade 23
Mathematics Instruction3
Path Analysis3
Predictor Variables3
Achievement Tests2
Algebra2
Attention2
Cognitive Ability2
Diagnostic Tests2
Intelligence Tests2
Multivariate Analysis2
Oral Language2
Phonology2
Pretests Posttests2
Reading Comprehension2
More ▼
Source
Journal of Educational…3
Developmental Psychology1
Grantee Submission1
Journal of Learning…1
Scientific Studies of Reading1
Author
Fuchs, Douglas7
Fuchs, Lynn S.6
Hamlett, Carol L.4
Seethaler, Pamela M.4
Compton, Donald L.3
Fletcher, Jack M.3
Powell, Sarah R.3
Schatschneider, Christopher2
Bryant, Joan D.1
Capizzi, Andrea M.1
Changas, Paul1
Cirino, Paul T.1
Craddock, Caitlin F.1
DeSelms, Jacqueline1
Fuchs, Lynn1
Geary, David C.1
Gilbert, Jennifer K.1
Luther, Kurstin1
N. Martin, BrittanyLee1
Namkung, Jessica M.1
Schumacher, Robin F.1
Tolar, Tammy D.1
Vernier, Emily1
Vukovic, Rose K.1
Wang, Amber Y.1
More ▼
Publication Type
Journal Articles6
Reports - Research6
Reports - Evaluative1
Education Level
Elementary Education6
Grade 34
Early Childhood Education2
Primary Education2
Grade 11
Grade 21
Audience
Location
Tennessee1
Texas1
Laws, Policies, & Programs
Assessments and Surveys
Wide Range Achievement Test4
Iowa Tests of Basic Skills2
Wechsler Intelligence Scales…2
Woodcock Diagnostic Reading…2
Gates MacGinitie Reading Tests1
Keymath Diagnostic Arithmetic…1
Wechsler Adult Intelligence…1
Woodcock Johnson Tests of…1
Woodcock Johnson Tests of…1
Woodcock Reading Mastery Test1
What Works Clearinghouse Rating
Meets WWC Standards without Reservations2
Meets WWC Standards with or without Reservations2
Showing all 7 results Save | Export
Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; N. Martin, BrittanyLee – Scientific Studies of Reading, 2018
This study was designed to deepen insights on whether word-problem (WP) solving is a form of text comprehension (TC) and on the role of language in WPs. A sample of 325 second graders, representing high, average, and low reading and math performance, was assessed on (a) start-of-year TC, WP skill, language, nonlinguistic reasoning, working memory,…
Descriptors: Reading Comprehension, Oral Language, Predictor Variables, Word Problems (Mathematics)
Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability
Peer reviewed Peer reviewed
Direct linkDirect link
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
Cognitive and Linguistic Predictors of Mathematical Word Problems with and without Irrelevant Information
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas – Grantee Submission, 2016
The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 2, Mathematics Skills
Effects of First-Grade Number Knowledge Tutoring with Contrasting Forms of Practice
Peer reviewed Peer reviewed
Direct linkDirect link
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 – Journal of Educational Psychology, 2013
The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations…
Descriptors: At Risk Students, Tutoring, Arithmetic, Mathematics Instruction
Remediating Number Combination and Word Problem Deficits among Students with Mathematics Difficulties: A Randomized Control Trial
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.; Zumeta, Rebecca O. – Journal of Educational Psychology, 2009
The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students' math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC)…
Descriptors: Learning Problems, Word Problems (Mathematics), Grade 3, Algebra
Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Powell, Sarah R.; Schumacher, Robin F.; Hamlett, Carol L.; Vernier, Emily; Namkung, Jessica M.; Vukovic, Rose K. – Developmental Psychology, 2012
The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to individual differences in pre-algebraic knowledge. Children (n = 279, mean age = 7.59 years) were assessed on 7 domain-general cognitive resources as well as arithmetic calculations and word problems…
Descriptors: Arithmetic, Algebra, Individual Differences, Knowledge Level
The Cognitive Correlates of Third-Grade Skill in Arithmetic, Algorithmic Computation, and Arithmetic Word Problems
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Powell, Sarah R.; Seethaler, Pamela M.; Capizzi, Andrea M.; Schatschneider, Christopher; Fletcher, Jack M. – Journal of Educational Psychology, 2006
The purpose of this study was to examine the cognitive correlates of RD-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word…
Descriptors: Grade 3, Concept Formation, Arithmetic, Sight Vocabulary