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Direct linkFuchs, Douglas; Cho, Eunsoo; Toste, Jessica R.; Fuchs, Lynn S.; Gilbert, Jennifer K.; McMaster, Kristen L.; Svenson, Ebba; Thompson, Anneke – Exceptional Children, 2021
We attempted to strengthen an evidence-based, peer-mediated, first-grade reading program (First Grade Peer-Assisted Learning Strategies [PALS]) by modestly revising its content and adding a repeated-reading (RR) component. In a cluster-randomized trial, we conducted a component analysis of the revised program by creating two versions of it.…
Descriptors: Peer Teaching, Reading Programs, Reading Instruction, Reading Strategies
Download full textWang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Journal of Learning Disabilities, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Management, Elementary School Students, Grade 3
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Grantee Submission, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Control, Grade 3, Elementary School Students
Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Wang, Amber – Journal of Learning Disabilities, 2017
In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begin by explaining the importance of competence with fractions and why an instructional focus on…
Descriptors: Randomized Controlled Trials, Intervention, Fractions, Mathematics Skills
Kearns, Devin M.; Fuchs, Douglas; McMaster, Kristen L.; Saenz, Laura; Fuchs, Lynn S.; Yen, Loulee; Meyers, Coby; Stein, Marc; Compton, Donald; Berends, Mark; Smith, Thomas M. – Journal of Research on Educational Effectiveness, 2010
Factors were explored that predicted whether teachers sustained the use of a validated reading intervention. Seventy-three teachers from 37 schools in 3 states were asked in interviews whether they continued to use Kindergarten Peer Assisted Learning Strategies (KPALS) 1 year after their involvement in the program. A logistic regression model was…
Descriptors: Learning Strategies, Kindergarten, Teacher Attitudes, Peer Teaching
Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Learning and Individual Differences, 2010
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty)…
Descriptors: Mathematics Skills, Tutoring, Numeracy, Numbers
Fuchs, Lynn S.; Zumeta, Rebecca O.; Schumacher, Robin Finelli; Powell, Sarah R.; Seethaler, Pamela M.; Hamlett, Carol L.; Fuchs, Douglas – Elementary School Journal, 2010
The purpose of this study was to assess the effects of schema-broadening instruction (SBI) on second graders' word-problem-solving skills and their ability to represent the structure of word problems using algebraic equations. Teachers (n = 18) were randomly assigned to conventional word-problem instruction or SBI word-problem instruction, which…
Descriptors: Word Problems (Mathematics), Equations (Mathematics), Grade 2, Algebra
Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S. – Exceptional Children, 2011
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…
Descriptors: Individualized Education Programs, Oral Reading, Beginning Reading, Learning Strategies
McMaster, Kristen L.; Fuchs, Douglas; Fuchs, Lynn S. – Learning Disabilities: A Contemporary Journal, 2007
This article provides an overview of Peer-Assisted Learning Strategies (PALS) for reading. First, specific activities and research supporting PALS for Grades 2 through 6, High School, Kindergarten, and First Grade are described. Then, research addressing the characteristics of students who have not responded to PALS, as well as approaches to…
Descriptors: Learning Strategies, Peer Teaching, Program Effectiveness, Teaching Methods
