NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ888600
Record Type: Journal
Publication Date: 2008
Pages: 14
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0731-9487
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice
Fuchs, Lynn S.; Fuchs, Douglas; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.
Learning Disability Quarterly, v31 n2 p79-92 Spr 2008
The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for students in the primary grades: number combinations and story problems. We then focus on seven principles of effective intervention. First, we describe a validated, intensive remedial intervention for number combinations and another for story problems. Then, we use these interventions to illustrate the first six principles for designing intensive tutoring protocols for students with mathematics disabilities. Next, using the same validated interventions, we report the percentage of students whose learning outcomes were inadequate despite the overall efficacy of the interventions and explain how ongoing progress monitoring represents a seventh, and perhaps the most essential, principle of intensive intervention. We conclude by identifying issues and directions for future research in the primary and later grades. (Contains 2 figures and 1 table.)
Council for Learning Disabilities. P.O. Box 4014, Leesburg, VA 20177. Tel: 571-258-1010; Fax: 571-258-1011; Web site: http://www.cldinternational.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A