This study examined benefits of connecting meaning, speech, and print in vocabulary learning for kindergarten English learners. Students screened eligible with limited English proficiency were randomly assigned to two instruction conditions. Both groups received direct instruction in high frequency root words. One condition featured added…

Students often misinterpret the equal sign (=) as operational instead of relational. Research indicates misinterpretation of the equal sign occurs because students receive relatively little exposure to equations that promote relational understanding of the equal sign. No study, however, has examined effects of nonstandard equations on the equation…

This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th graders' fraction knowledge. We also examined the effects of each intervention condition against a business-as-usual control group and assessed whether children's measurement interpretation…

Researchers and practitioners indicate students require explicit instruction on mathematics vocabulary terms, yet no study has examined the effects of an embedded vocabulary component within mathematics tutoring for early elementary students. First-grade students with mathematics difficulty (MD; n = 98) were randomly assigned to addition tutoring…

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…

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was number knowledge; the other 5 min provided practice in 1 of 2 forms. Nonspeeded practice reinforced relations…

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…

This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…

Cognitive strategies are important tools for children with math difficulties (MD) in learning to solve word problems. The effectiveness of strategy training, however, depends on working memory capacity (WMC). Thus, children with MD but with relatively higher WMC are more likely to benefit from strategy training, whereas children with lower WMC may…

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…