Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 4 |
Descriptor
Author
| Changas, Paul | 3 |
| Fuchs, Lynn S. | 3 |
| Hamlett, Carol L. | 3 |
| Long, Jessica | 3 |
| Namkung, Jessica | 3 |
| Schumacher, Robin F. | 3 |
| Jordan, Nancy C. | 2 |
| Malone, Amelia S. | 2 |
| Siegler, Robert S. | 2 |
| Wang, Amber | 2 |
| Bryant, Brian R. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 5 |
| Reports - Research | 5 |
Education Level
| Elementary Education | 4 |
| Grade 4 | 3 |
| Intermediate Grades | 3 |
| Grade 1 | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| National Assessment of… | 3 |
| Wide Range Achievement Test | 1 |
| Woodcock Diagnostic Reading… | 1 |
What Works Clearinghouse Rating
| Meets WWC Standards without Reservations | 5 |
| Meets WWC Standards with or without Reservations | 5 |
Direct linkFuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul – Elementary School Journal, 2016
The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention. At-risk fourth graders (n = 213) were randomly assigned to the school's business-as-usual program, or one of two…
Descriptors: Intervention, At Risk Students, Grade 4, Elementary School Students
Download full textFuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul – Grantee Submission, 2016
The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention delivered as part of the larger program. At-risk 4th graders (n = 213) were randomly assigned at the individual…
Descriptors: Grade 4, At Risk Students, Elementary School Students, Word Problems (Mathematics)
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
Bryant, Diane Pedrotty; Bryant, Brian R.; Roberts, Greg; Vaughn, Sharon; Pfannenstiel, Kathleen Hughes; Porterfield, Jennifer; Gersten, Russell – Exceptional Children, 2011
The purpose of this study was to determine the effects of an early numeracy preventative Tier 2 intervention on the mathematics performance of first-grade students with mathematics difficulties. Researchers used a pretest-posttest control group design with randomized assignment of 139 students to the Tier 2 treatment condition and 65 students to…
Descriptors: Control Groups, Intervention, Mathematics Achievement, Numeracy
Peer reviewedCarroll, William M. – Journal of Educational Psychology, 1994
In 2 experiments with 74 high school students, subjects studied worked examples while learning how to translate English expressions into algebraic equations. Those using worked examples outperformed the control group on posttests, made fewer errors, completed work more rapidly, and required less assistance from the teacher. (SLD)
Descriptors: Algebra, Computation, Control Groups, Experimental Groups
