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Direct linkCompton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas; Lambert, Warren; Hamlett, Carol – Journal of Learning Disabilities, 2012
The purpose of this study was to examine the cognitive and academic profiles associated with learning disability (LD) in reading comprehension, word reading, applied problems, and calculations. The goal was to assess the specificity hypothesis, in which unexpected underachievement associated with LD is represented in terms of distinctive patterns…
Descriptors: Reading Comprehension, Mathematics Education, Learning Disabilities, Short Term Memory
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Seethaler, Pamela M. – Journal of Learning Disabilities, 2011
The purpose of this study was to explore the utility of a dynamic assessment (DA) of algebraic learning in predicting third graders' development of mathematics word-problem difficulty. In the fall, 122 third-grade students were assessed on a test of math word-problem skill and DA of algebraic learning. In the spring, they were assessed on…
Descriptors: Grade 3, Problem Solving, Elementary School Mathematics, Mathematics Instruction
Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L. – Journal of Educational Psychology, 2008
Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were…
Descriptors: Structural Equation Models, Evaluation Methods, Problem Solving, Word Problems (Mathematics)
