Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| At Risk Students | 1 |
| Computation | 1 |
| Elementary School Students | 1 |
| Fractions | 1 |
| Grade 3 | 1 |
| Intervention | 1 |
| Learning Disabilities | 1 |
| Mathematics Instruction | 1 |
| Problem Solving | 1 |
| Program Effectiveness | 1 |
| Self Management | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Amber Y. Wang | 1 |
| Amelia S. Malone | 1 |
| Douglas Fuchs | 1 |
| Kristopher J. Preacher | 1 |
| Lynn S. Fuchs | 1 |
| Rachel Pachmayr | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Abbreviated Scale of… | 1 |
| Wide Range Achievement Test | 1 |
What Works Clearinghouse Rating
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
