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Seethaler, Pamela M.; Fuchs, Lynn S. – Learning Disabilities Research and Practice, 2005
The purpose of this study was to determine the proportion of empirical studies published in the last 5 years in a sample of special education peer-reviewed journals that: (1) assessed the effects of reading and math interventions with group designs and; (2) used random assignment to treatment conditions to test those interventions. A hand search…
Descriptors: Intervention, Special Education, Program Effectiveness, Disabilities
Peer reviewed
Whinnery, Keith W.; Fuchs, Lynn S. – Learning Disabilities Research and Practice, 1993
This study, involving 40 students (grades 2-8) with learning disabilities, found that students who participated in curriculum-based measurement test-taking strategy training scored higher on a posttreatment computation test than students without the strategy training. Use of a goal strategy did not result in any achievement differences.…
Descriptors: Computation, Curriculum, Elementary Education, Evaluation Methods
Peer reviewed
Mathes, Patricia G.; Fuchs, Lynn S. – Learning Disabilities Research and Practice, 1993
This study of 67 intermediate grade students with reading difficulties found that students in a peer-mediated sustained reading condition performed better than peer-mediated repeated reading students and control students receiving typical reading instruction, on fluency but not on comprehension. No effect for the level of text difficulty was…
Descriptors: Difficulty Level, Instructional Effectiveness, Intermediate Grades, Language Fluency
Peer reviewed
Fuchs, Lynn S.; And Others – Learning Disabilities Research and Practice, 1991
Nineteen special educators implemented Curriculum-Based Measurement with a total of 36 learning-disabled math pupils in grades 2-8 to examine the effects of goal line feedback. Results indicated comparable levels and slopes of student performance across treatment conditions, although goal line feedback was associated with greater performance…
Descriptors: Elementary Education, Evaluation Methods, Feedback, Goal Orientation
Peer reviewed
Fuchs, Lynn S.; And Others – Learning Disabilities Research and Practice, 1992
Twenty-five general and 37 special education teachers were compared in their planning and adaptation for students with learning disabilities. Results indicated that special education teachers who used curriculum-based measurement (CBM) adapted students' programs more frequently and relied on more objective databases than did non-CBM special…
Descriptors: Diagnostic Teaching, Educational Planning, Elementary Education, Evaluation Methods