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Direct linkFuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Learning and Individual Differences, 2010
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty)…
Descriptors: Mathematics Skills, Tutoring, Numeracy, Numbers
Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.; Zumeta, Rebecca O. – Journal of Educational Psychology, 2009
The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students' math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC)…
Descriptors: Learning Problems, Word Problems (Mathematics), Grade 3, Algebra
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Yazdian, Laura; Powell, Sarah R. – School Psychology Review, 2002
Examines the effects of a dyadic peer-mediated treatment, Peer-Assisted Learning Strategies (PALS), on first-grade children's mathematics development. Results indicated that treatment implementation was strong; teachers judged PALS to be effective and generally feasible; and students with and without disabilities, at all points along the…
Descriptors: Disabilities, Grade 1, Mathematics Achievement, Peer Teaching
