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) | 3 |
Descriptor
Author
| Fuchs, Douglas | 2 |
| Fuchs, Lynn S. | 2 |
| Amber Y. Wang | 1 |
| Amelia S. Malone | 1 |
| Compton, Donald L. | 1 |
| Douglas Fuchs | 1 |
| Gersten, Russell | 1 |
| Jordan, Nancy C. | 1 |
| Kristopher J. Preacher | 1 |
| Lynn S. Fuchs | 1 |
| Malone, Amelia S. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 3 |
| Grade 4 | 3 |
| Intermediate Grades | 3 |
| Grade 5 | 1 |
| Middle Schools | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Wide Range Achievement Test | 3 |
| Wechsler Abbreviated Scale of… | 1 |
What Works Clearinghouse Rating
Download full textLynn 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 linkFuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C. – Grantee Submission, 2015
The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…
Descriptors: Inclusion, Intervention, Special Education, Special Education Teachers
Fuchs, Lynn S.; Sterba, Sonya K.; Fuchs, Douglas; Malone, Amelia S. – Journal of Research on Educational Effectiveness, 2016
The purpose of this set of analyses, conducted on a randomized control trial examining the effects of a fourth-grade fraction intervention, was to assess the initial academic deficit severity hypothesis. With this hypothesis, at-risk students with more severe initial academic deficits are expected to profit less from intervention than do students…
Descriptors: Grade 4, Fractions, Mathematics Instruction, Intervention
