NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Seethaler, Pamela M.; Sterba, Sonya K.; Craddock, Caitlin; Fuchs, Douglas; Compton, Donald L.; Geary, David C.; Changas, Paul – Journal of Educational Psychology, 2021
The main purpose of this study was to test the effects of word-problem (WP) intervention, with versus without embedded language comprehension (LC) instruction, on at-risk 1st graders' WP performance. We also isolated the need for a structured approach to WP intervention and tested the efficacy of schema-based instruction at 1st grade. Children (n…
Descriptors: Word Problems (Mathematics), Teaching Methods, Mathematics Instruction, Language Processing
Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L. – Child Development, 2016
Children (n = 747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of first grade), addition retrieval (end of second grade), and calculations and word reading (end of third grade). Attentive behavior, reasoning, visuospatial memory, and rapid automatized naming (RAN) indirectly…
Descriptors: Computation, Language Proficiency, Phonology, Naming
Sources of Individual Differences in Emerging Competence with Numeration Understanding versus Multidigit Calculation Skill
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas; Compton, Donald L.; Hamlett, Carol L. – Journal of Educational Psychology, 2014
This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10 structure) versus multidigit calculation skill. Children (n = 394, M = 6.5 years) were assessed on general cognitive abilities and foundational numerical competencies at start of 1st grade; on…
Descriptors: Individual Differences, Cognitive Ability, Mathematics Skills, Numbers
The Contributions of Numerosity and Domain-General Abilities to School Readiness
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Hamlett, Carol L.; Bryant, Joan D. – Child Development, 2010
Contributions of domain-general and domain-specific numerical competencies were assessed on first graders' number combination skill (NC) and word-problem skill (WP). Students (n = 205) between 5 and 7 years of age were assessed on 2 aspects of numerosity, 8 domain-general abilities, NC, and WP. Both aspects of numerosity predicted NC when…
Descriptors: Numeracy, School Readiness, Short Term Memory, Concept Formation
Effects of First-Grade Number Knowledge Tutoring with Contrasting Forms of Practice
Peer reviewed Peer reviewed
Direct linkDirect link
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
Do Different Types of School Mathematics Development Depend on Different Constellations of Numerical versus General Cognitive Abilities?
Peer reviewed Peer reviewed
Direct linkDirect link
Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Bryant, Joan D.; Schatschneider, Christopher – Developmental Psychology, 2010
The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word…
Descriptors: Mathematics Education, Nonverbal Ability, Cognitive Ability, Short Term Memory