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Direct linkStrohmaier, Anselm Robert; Schiepe-Tiska, Anja; Müller, Fabian; Reiss, Kristina M. – AERA Online Paper Repository, 2017
Self-concept is an important noncognitive predictor of learning success and academic achievement, but mechanisms behind these effects are mostly unknown (Marsh, 2006). We analyzed the influence of mathematical self-concept on university students' eye movements in reading mathematical PISA items in a mathematical and a problem-solving context. In a…
Descriptors: College Students, College Mathematics, Mathematics Skills, Mathematics Tests
Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Elementary School Journal, 2016
The purpose of this study was to assess the added value of dynamic assessment (DA) for predicting individual differences in year-end first-grade calculation (CA) and word-problem (WP) performance as a function of limited English proficiency (LEP) status. Beginning first graders (129 LEP; 163 non-LEP) were assessed on brief and static mathematics…
Descriptors: Grade 1, Language Proficiency, Mathematics, Mathematics Instruction
Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas; Seethaler, Pamela M.; N. Martin, BrittanyLee – Scientific Studies of Reading, 2018
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,…
Descriptors: Reading Comprehension, Oral Language, Predictor Variables, Word Problems (Mathematics)
Download full textSeethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2016
The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163…
Descriptors: Grade 1, Elementary School Students, Limited English Speaking, Mathematics Instruction
Powell, Sarah R.; Cirino, Paul T.; Malone, Amelia S. – Exceptional Children, 2017
We identified child-level predictors of responsiveness to 2 types of mathematics intervention (calculation and word problem) among second-grade children with mathematics difficulty. Participants were 250 children in 107 classrooms in 23 schools pretested on mathematics and general cognitive measures and posttested on mathematics measures. We…
Descriptors: Intervention, Evidence Based Practice, Mathematics Instruction, Predictor Variables
Jitendra, Asha K.; Lein, Amy E.; Star, Jon R.; Dupuis, Danielle N. – Educational Research and Evaluation, 2013
This study explored the extent to which domain-specific knowledge predicted proportional word problem-solving performance. We tested 411 seventh-grade students on conceptual and procedural fraction knowledge, conceptual and procedural proportion knowledge, and proportional word problem solving. Multiple regression analyses indicated that all four…
Descriptors: Predictor Variables, Word Problems (Mathematics), Problem Solving, Grade 7
Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
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…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics
Ferreira, Danielle – ProQuest LLC, 2009
This study involved an investigation of the effects of strategy instruction integrated with the concrete-representational-abstract teaching sequence on students with learning disabilities. A multiple probe design across subjects with one replication was used in this study. Two sets of data were analyzed to determine effectiveness of the…
Descriptors: Intervention, Maintenance, Learning Disabilities, Predictor Variables
