Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Achievement Tests | 1 |
| Arithmetic | 1 |
| Attribution Theory | 1 |
| Children | 1 |
| Comparative Analysis | 1 |
| Elementary School Students | 1 |
| Grade 2 | 1 |
| Instructional Effectiveness | 1 |
| Intelligence Tests | 1 |
| Intervention | 1 |
| Learning Problems | 1 |
| More ▼ | |
Source
| Grantee Submission | 1 |
Author
| Douglas Fuchs | 1 |
| Lynn S. Fuchs | 1 |
| Marcia A. Barnes | 1 |
| Pamela M. Seethaler | 1 |
| Paul Changas | 1 |
| Sonya K. Sterba | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 2 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Iowa Tests of Basic Skills | 1 |
| Wechsler Intelligence Scale… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full text
Direct linkLynn S. Fuchs; Douglas Fuchs; Sonya K. Sterba; Marcia A. Barnes; Pamela M. Seethaler; Paul Changas – Grantee Submission, 2022
This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…
Descriptors: Problem Solving, Short Term Memory, Intervention, Mathematics Instruction
