This study examined the effect of comprehension strategy instruction on third-grade English Learners' word-problem-solving performance. The supplemental intervention included modeling how to read the word problem to identify and restate the question, distinguishing relevant from irrelevant information, and collaborating with peers on applying the…

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and…

The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade…

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…

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…

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,…

Educator preparation in comprehension strategy instruction (CSI) is essential to meeting the needs of English learners (ELs) in contemporary schools. This article provides teacher educators and professional developers with concrete examples of practices to prepare classroom teachers in comprehensive strategy instruction, based on an experimental…

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…