This study's purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in southeastern U.S. fifth grade class participated in the study. The CRA-I intervention was grounded in the principles of explicit…

Fraction competence is essential for learning algebra and pursuing careers in science, technology, engineering, and mathematics. However, many children have difficulty using fractions, especially those struggling with mathematics. In this study, we examined the effect of a Tier 2 multicomponent fraction intervention for fifth graders, using a…

This paper investigates whether and how primary school students improve their epistemic understanding about a particular aspect of the nature of inquiry (NOSI), namely, the 'non-linear nature of inquiry' through an explicit-reflective or implicit instruction. The sample consisted of 30 5th grade students, who were randomly divided into two groups:…

The problem that the researcher addressed through this study was that third- to fifth-grade teachers found it challenging to incorporate explicit comprehension strategies to reading in an elementary school in southeastern Virginia. The purpose of the study was to examine third- to fifth-grade teachers' perceptions of and experiences when…

As digital technology use increases in K-12 education, greater numbers of strategies become available to support students in mathematics. One technology that provides students diverse representations of mathematical concepts is virtual manipulatives. Although instruction featuring representations with physical manipulatives possesses a large body…

This study investigates the effects of a synchronous online intervention that explicitly taught equivalent fractions using virtual manipulatives to fifth-grade students with learning disabilities. Employing a multiple probe across participants single-case design, this study provided 15 fraction lessons via video conferencing programs to three…

This study aims to determine the effectiveness of using the TASC, CPS, and DI models on divergent thinking skill in thematic learning for fifth-grade public elementary schools in Laweyan District, Surakarta. This research is mixed-method research. The fifth-grade students at a public elementary school in Laweyan District, Surakarta, Indonesia, are…

There is a long tradition of teaching science through inquiry, with broad agreement about the form it should take. Students should investigate researchable questions; gather and analyse data; and develop and represent evidence-based claims. Authoritative teacher or textbook representations are generally used to guide this learning (Buckley &…

Using a randomized controlled trial, we examined the effect of a fractions intervention for students experiencing mathematical difficulties in Grade 5. Students who were eligible for the study (n = 205) were randomly assigned to intervention and comparison conditions, blocked by teacher. The intervention used systematic, explicit instruction and…

Reading comprehension seems to be a significant challenge for rising fifth graders with limited vocabulary knowledge. A possible solution is to provide them with explicit vocabulary instruction which may positively impact their reading comprehension. This action research aimed to evaluate the effect of implementing explicit vocabulary instruction…

Educators and researchers have been fighting the reading wars for the last century, with battles see-sawing literacy instruction in American schools from phonics to whole language and, most recently, back to phonics again. Over the last decade, 32 states and the District of Columbia have adopted new "science of reading" laws that require…

Little-to-no research examines the provision of targeted mathematical interventions to students struggling with mathematics in a virtual environment. And yet, the global pandemic of 2020--extending into 2021--found schools in such a scenario. This article reports two studies in which researchers explored the intervention package of explicit…

Students with learning disabilities (LD) often face significant difficulties in reading. Research has found a variety of different evidence-based practices to support the reading development of students with LD in areas such as word work, vocabulary, and reading comprehension. However, these practices are most often intended for use in traditional…

This article, based on a 2-year study of working strategically with Years 5 to 8 priority learners, concludes that what is effective writing instruction for all students is particularly effective for priority learners. It also suggests, however, that knowing your students well and making adaptations to some dimensions of effective writing…

This study investigated the implementation of a primary mathematics initiative in an Australian Indigenous community school designed to improve students' mathematical proficiency. Throughout the 7-month initiative, four classes ranging from Year 2 to Year 6 participated in the initiative. Findings indicated an increase in mathematics achievement…