Scholarship in school psychology has continued to document the need and importance of contextually relevant intervention and prevention research, but this type of research remains relatively scarce. Also problematic, this type of research is even more limited in low- and middle-income countries (LMIC) compared to high-income countries. This…

Effective classroom management is critical to supporting student learning and success in school. However, little research has focused specifically on the impact of classroom management on student mathematics achievement, especially in the early elementary grades or in a small group (i.e., Tier 2) context. To address this need we investigated the…

Brain-Based Learning (BBL) is an educational theoretical framework based on principles that derive from important findings about the structure and function of the brain through biology, psychology, and neuroscientific research, and forms a holistic context for a comprehensive instructional approach design. In the present study, a teaching…

We are delighted to welcome you to the International Psychological Applications Conference and Trends 2014, taking place in Porto, Portugal, from 4 to 6 of April. Psychology, in our time, offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral…

In this article, we review approaches to modeling a connection between spatial and mathematical thinking across development. We critically evaluate the strengths and weaknesses of factor analyses, meta-analyses, and experimental literatures. We examine those studies that set out to describe the nature and number of spatial and mathematical skills…

The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded pre-algebraic reasoning instruction, improves word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or one of two variants of word-problem intervention.…

This study's purpose was to investigate effects of 3 intervention approaches for building working memory (WM) and improving word-problem solving (WPS). Children with mathematics difficulties (n = 240; 7.51 years [SD = 0.33]) were randomized to 4 conditions: a control group, general WM training with contiguous math practice, WPS intervention…

In this webinar, Janice A. Dole, Professor and Director of the Reading and Literacy Program in the Department of Educational Psychology at the University of Utah, discussed different strategies for delivering literacy instruction to meet a range of student needs, including the ways in which teachers can collaborate with reading specialists to…

"Patterning" is a cognitive intervention that is unknown to psychologists, but has nevertheless been taught for half a century in nearly all kindergartens and many preschools in English-speaking countries. Patterning is the understanding that a certain rule governs the sequence of items in a series. At the simplest level, if the series…

We report the results of a pre-registered, cluster randomized controlled trial of a mathematics learning intervention known as interleaved practice. Whereas most mathematics assignments consist of a block of problems devoted to the same skill or concept, an interleaved assignment is arranged so that no two consecutive problems require the same…

The effectiveness of an experimental middle school fraction intervention was evaluated. The intervention was centered on the number line and incorporated key principles from the science of learning. Sixth graders (N = 51) who struggled with fraction concepts were randomly assigned at the student level to the experimental intervention (n = 28) or…

We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided "tools" for early writing assessment and intervention, "learning modules" including…

This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for…

Theories of psychology and mathematics education recommend two instructional approaches to develop students' mental representations of number: The "exact" approach focuses on the development of exact representations of organized dot patterns; the "approximate" approach focuses on the approximate representation of analogue magnitudes. This study…

Students often memorize and apply procedures to solve mathematics problems without understanding why these procedures work. In turn, students demonstrate limited ability to transfer strategies to new problem types. Math curriculum reform standards underscore the importance of procedural flexibility and transfer, emphasizing that students need to…