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Direct linkFuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C. – Grantee Submission, 2015
The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…
Descriptors: Inclusion, Intervention, Special Education, Special Education Teachers
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas – Grantee Submission, 2016
The purpose of this study was to identify cognitive and linguistic predictors of word problems with versus without irrelevant information. The sample was 701 2nd-grade students who received no specialized intervention on word problems. In the fall, they were assessed on initial arithmetic and word-problem skill as well as language ability, working…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 2, Mathematics Skills
Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Schatschneider, Christopher; Hamlett, Carol L.; DeSelms, Jacqueline; Seethaler, Pamela M.; Wilson, Julie; Craddock, Caitlin F.; Bryant, Joan D.; Luther, Kurstin; Changas, Paul – Journal of Educational Psychology, 2013
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…
Descriptors: At Risk Students, Tutoring, Arithmetic, Mathematics Instruction
