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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

Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Elementary School Journal, 2016

The purpose of this study was to assess the added value of dynamic assessment (DA) for predicting individual differences in year-end first-grade calculation (CA) and word-problem (WP) performance as a function of limited English proficiency (LEP) status. Beginning first graders (129 LEP; 163 non-LEP) were assessed on brief and static mathematics…

Descriptors: Grade 1, Language Proficiency, Mathematics, Mathematics Instruction

Fuchs, Lynn S.; Fuchs, Douglas; Stuebing, Karla; Fletcher, Jack M.; Hamlett, Carol L.; Lambert, Warren – Journal of Educational Psychology, 2008

The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains,…

Descriptors: Problem Solving, Geometric Concepts, Grade 3, Computation

Fuchs, Lynn S.; Powell, Sarah R.; Cirino, Paul T.; Schumacher, Robin F.; Marrin, Sarah; Hamlett, Carol L.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C. – Journal of Educational Psychology, 2014

The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whether intervention conducted on calculations or word problems contributes to improved performance in the other…

Descriptors: Computation, Word Problems (Mathematics), Mathematics Instruction, Teaching Methods

Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M. – Journal of Learning Disabilities, 2009

This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of…

Descriptors: Word Problems (Mathematics), Difficulty Level, Elementary School Mathematics, Elementary School Students

Tolar, Tammy D.; Fuchs, Lynn; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Fletcher, Jack M. – Journal of Educational Psychology, 2012

This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students (N = 261) were measured on computation, language, nonverbal reasoning skills, and attentive behavior and were assessed 4 times from beginning of 3rd through end of 5th grade on 2 measures…

Descriptors: Thinking Skills, Language Skills, Problem Solving, Grade 3

Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C. – Grantee Submission, 2015

The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203…

Descriptors: Inclusion, Intervention, Special Education, Special Education Teachers

Fuchs, Lynn S.; Fuchs, Douglas; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M. – Learning Disability Quarterly, 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…

Descriptors: Intervention, Learning Disabilities, Word Problems (Mathematics), Grade 3

Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas – Intervention in School and Clinic, 2010

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also…

Descriptors: Learning Problems, Mathematics Education, Word Problems (Mathematics), Tutoring

Tolar, Tammy D.; Fuchs, Lynn; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Journal of Learning Disabilities, 2016

Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research traditions in defining math learning disability (LD) status: low achievement versus extremely low achievement and IQ-achievement discrepant versus strictly low-achieving LD. We use methods…

Descriptors: Grade 3, Elementary School Students, Mathematics Instruction, Learning Disabilities

Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L. – Journal of Educational Psychology, 2008

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were…

Descriptors: Structural Equation Models, Evaluation Methods, Problem Solving, Word Problems (Mathematics)

Peer reviewed

Fuchs, Lynn S.; Fuchs, Douglas – Journal of Learning Disabilities, 2002

A study investigated the mathematical problem-solving abilities of 18 fourth-graders with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). Results demonstrated large deficits for both groups. However, the differences between students with and without RD were mediated by the level of problem solving and by…

Descriptors: Elementary Education, Elementary School Mathematics, Grade 4, Learning Disabilities

Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Hamlett, Carol L.; Finelli, Robin; Courey, Susan J. – Journal of Educational Psychology, 2004

The purposes of this study were to assess the effects of schema-based instruction (SBI) in promoting mathematical problem solving and to investigate schema induction as a mechanism in the development of mathematical problem solving. Twenty-four 3rd-grade teachers, with 366 students, were assigned randomly to conditions that provided instruction on…

Descriptors: Word Problems (Mathematics), Problem Solving, Schemata (Cognition), Teaching Methods

Peer reviewed

Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Schroeter, Katie – Journal of Educational Psychology, 2003

Assesses the contribution of self-regulated learning strategies (SRL), when combined with problem-solving transfer instruction, on 3rd-graders' mathematical problem solving. SRL incorporated goal setting and self-evaluation. Contrasts the effectiveness of transfer plus SRL to the transfer treatment alone and to teacher-designed instruction. SRL…

Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies

Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Society for Research on Educational Effectiveness, 2011

In education, the goal of forecasting development is to understand and identify risk for poor learning outcomes so that intervention may be designed effectively and initiated early. Tests of learning potential may be categorized along two dimensions. The first is domain specificity. Domain-general abilities, such as reasoning and language ability,…

Descriptors: Mathematics Education, Word Problems (Mathematics), Grade 1, Computation