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Direct linkFuchs, Lynn S.; Schumacher, Robin F.; Long, Jessica; Namkung, Jessica; Malone, Amelia S.; Wang, Amber; Hamlett, Carol L.; Jordan, Nancy C.; Siegler, Robert S.; Changas, Paul – Elementary School Journal, 2016
The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention. At-risk fourth graders (n = 213) were randomly assigned to the school's business-as-usual program, or one of two…
Descriptors: Intervention, At Risk Students, Grade 4, Elementary School Students
Fuchs, Lynn S.; Fuchs, Douglas; Finelli, Robin; Courey, Susan J.; Hamlett, Carol L.; Sones, Estelle M.; Hope, Susan K. – Elementary School Journal, 2006
The purpose of this study was to assess the effects of schema-broadening instruction (SBI), with and without explicit instruction in strategies for tackling the complexities involved in real-life (RL) math problems, on the math problem solving of third-grade students. Teachers (n = 30) were assigned randomly to 3 16-week conditions: control, SBI,…
Descriptors: Grade 3, Effect Size, Problem Solving, Mathematics
Peer reviewedLysynchuk, Linda M.; And Others – Elementary School Journal, 1990
Students in fourth and seventh grade who were poor comprehenders were taught prediction, clarification, question generation, and summarization using scaffolding instruction. Performance on a standardized comprehension test improved for the students who received the instruction. (PCB)
Descriptors: Elementary Education, Elementary School Students, Pretests Posttests, Reading Comprehension
