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Direct linkFuchs, 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
Compton, Donald L.; Gilbert, Jennifer K.; Jenkins, Joseph R.; Fuchs, Douglas; Fuchs, Lynn S.; Cho, Eunsoo; Barquero, Laura A.; Bouton, Bobette – Journal of Learning Disabilities, 2012
Response-to-intervention (RTI) approaches to disability identification are meant to put an end to the so-called wait-to-fail requirement associated with IQ discrepancy. However, in an unfortunate irony, there is a group of children who wait to fail in RTI frameworks. That is, they must fail both general classroom instruction (Tier 1) and…
Descriptors: Reading Difficulties, Intervention, Norm Referenced Tests, Disability Identification
Morgan, Paul L.; Fuchs, Douglas; Compton, Donald L.; Cordray, David S.; Fuchs, Lynn S. – Journal of Learning Disabilities, 2008
The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure…
Descriptors: Correlation, Pretests Posttests, Student Motivation, Grade 1
