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) | 4 |
Descriptor
Author
| Changas, Paul | 2 |
| Fuchs, Lynn S. | 2 |
| Hamlett, Carol L. | 2 |
| Namkung, Jessica | 2 |
| Schumacher, Robin F. | 2 |
| Cirino, Paul T. | 1 |
| Collins, Penny | 1 |
| Gersten, Russell | 1 |
| Jordan, Nancy C. | 1 |
| Kim, James S. | 1 |
| Kramer, Jason | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 3 |
Education Level
| Elementary Education | 2 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Early Childhood Education | 1 |
| High Schools | 1 |
| Middle Schools | 1 |
| Preschool Education | 1 |
Audience
Location
| California | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Wide Range Achievement Test | 2 |
| Woodcock Diagnostic Reading… | 2 |
| National Assessment of… | 1 |
| Peabody Picture Vocabulary… | 1 |
| Wechsler Intelligence Scales… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 4 |
| Meets WWC Standards with or without Reservations | 4 |
Peer reviewed
Download full text
Direct linkRoberts, Theresa A; Vadasy, Patricia F; Sanders, Elizabeth A – Grantee Submission, 2018
This study investigated: 1) the influence of alphabet instructional content (letter names, letter sounds, or both) on alphabet learning and engagement of English only and dual language learner (DLL) children, and 2) the relation between children's initial status and growth in three underlying cognitive learning processes (paired-associate,…
Descriptors: Preschool Children, Alphabets, Experimental Groups, Control Groups
Fuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Hamlett, Carol L.; Cirino, Paul T.; Siegler, Robert; Changas, Paul – Grantee Submission, 2013
The purposes of this study were to investigate the effects of an intervention designed to improve at-risk 4th graders' understanding of fractions and to examine the processes by which effects occurred. The intervention focused more on the measurement interpretation of fractions; the control condition focused more on the part-whole interpretation…
Descriptors: At Risk Students, Elementary School Students, Grade 4, Elementary School Mathematics
Fuchs, Lynn S.; Malone, Amelia S.; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul – Journal of Educational Psychology, 2016
The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly assigned 212 children to 3 conditions: a control group and 2 variants of a multicomponent fraction…
Descriptors: Grade 4, Elementary School Mathematics, Elementary School Students, Cognitive Processes
Kim, James S.; Olson, Carol Booth; Scarcella, Robin; Kramer, Jason; Pearson, Matthew; van Dyk, David; Collins, Penny; Land, Robert E. – Journal of Research on Educational Effectiveness, 2011
This study reports Year 1 findings from a multisite cluster randomized controlled trial of a cognitive strategies approach to teaching text-based analytical writing for mainstreamed Latino English language learners (ELLs) in 9 middle schools and 6 high schools. There were 103 English teachers stratified by school and grade and then randomly…
Descriptors: Middle School Students, Intervention, Writing Instruction, Writing Tests
