Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Source
| Grantee Submission | 1 |
Author
| Changas, Paul | 1 |
| Fuchs, Lynn S. | 1 |
| Gersten, Russell | 1 |
| Hamlett, Carol L. | 1 |
| Jordan, Nancy C. | 1 |
| Malone, Amelia | 1 |
| Namkung, Jessica | 1 |
| Schumacher, Robin F. | 1 |
| Siegler, Robert S. | 1 |
Publication Type
| Reports - Research | 1 |
Education Level
| Elementary Education | 1 |
| Grade 4 | 1 |
| Intermediate Grades | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| National Assessment of… | 1 |
| Wide Range Achievement Test | 1 |
| Woodcock Diagnostic Reading… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textFuchs, Lynn S.; Malone, Amelia; Schumacher, Robin F.; Namkung, Jessica; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Gersten, Russell; Changas, Paul – Grantee Submission, 2015
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 multi-component fraction…
Descriptors: At Risk Students, Elementary School Students, Grade 4, Mathematics Instruction
