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Direct linkCoughlin, Judy; Montague, Marjorie – Journal of Special Education, 2011
This study investigated the effects of cognitive strategy instruction on the mathematical problem solving of three adolescents with spina bifida. Conditions of the multiple-baseline across-individuals design included baseline, two levels of treatment, posttesting, and maintenance. Treatment 1 focused on one-step math problems, and Treatment 2…
Descriptors: Congenital Impairments, Problem Solving, Mathematics Skills, Cognitive Processes
Download full textSidera, Francesc; Serrat, Elisabet; Serrano, Jèssica; Rostan, Charles; Caño, Agnès; Amadó, Anna – International Journal of Educational Psychology, 2013
Previous research has found a link between theory of mind and cooperation. The aim of this study is to deepen into this relationship, to identify which theory of mind skills are more related to the cooperative ability on a referential communication task. A total of 50 children from first and fifth grade completed a battery of theory of mind tasks,…
Descriptors: Thinking Skills, Cooperative Learning, Theory of Mind, Elementary School Students
Fletcher, Jack M.; Stuebing, Karla K.; Barth, Amy E.; Denton, Carolyn A.; Cirino, Paul T.; Francis, David J.; Vaughn, Sharon – School Psychology Review, 2011
The cognitive attributes of Grade 1 students who responded adequately and inadequately to a Tier 2 reading intervention were evaluated. The groups included inadequate responders based on decoding and fluency criteria (n = 29), only fluency criteria (n = 75), adequate responders (n = 85), and typically achieving students (n = 69). The cognitive…
Descriptors: Reading Instruction, Response to Intervention, Cognitive Ability, Elementary School Students
