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Fuchs, Lynn S.; Wang, Amber Y.; Preacher, Kristopher J.; Malone, Amelia S.; Fuchs, Douglas; Pachmayr, Rachel – Exceptional Children, 2021
The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to three…
Descriptors: Mathematics Instruction, Fractions, Intervention, Elementary School Mathematics
Amber Y. Wang; Lynn S. Fuchs; Kristopher J. Preacher; Douglas Fuchs; Amelia S. Malone; Rachel Pachmayr – Grantee Submission, 2019
The study has two primary purposes. The first was to examine the efficacy of the "Super Solvers" Fractions Intervention (SSFI) for third-grade students at risk for mathematics learning disabilities (MLD). The second was to test the added value of embedding self-regulation instruction into the SSFI. Students were randomly assigned to a…
Descriptors: Program Effectiveness, Fractions, Problem Solving, Mathematics Instruction
Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2020
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of first grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
Fuchs, Lynn S.; Wang, Amber Y.; Preacher, Kristopher J.; Malone, Amelia S.; Fuchs, Douglas; Pachmayr, Rachel – Grantee Submission, 2020
The purposes of this study were to assess the effects of fractions intervention for students who are at-risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to 3…
Descriptors: Mathematics Instruction, Fractions, Intervention, Elementary School Mathematics
Lynn S. Fuchs; Amelia S. Malone; Kristopher J. Preacher; Douglas Fuchs; Amber Y. Wang; Rachel Pachmayr – Grantee Submission, 2019
The purposes of this study were twofold. The first was to test the efficacy of two versions of the "Super Solvers" (SS) intervention for fourth- and fifth-grade students at-risk for mathematics learning disabilities (MLD). The second was to test the value of adding an error analysis component to the SS intervention. Students were…
Descriptors: Program Effectiveness, Fractions, Problem Solving, Mathematics Instruction
Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2019
We examined dynamic assessment's (DA's) added value over traditional assessments for identifying Spanish-speaking English learners' (ELs') risk for developing mathematics disabilities, as a function of the language of test administration (English vs. Spanish), type of math outcome, and EL's language dominance. At the start of 1st grade, ELs (N =…
Descriptors: Alternative Assessment, Evaluation Methods, Student Evaluation, Spanish Speaking
Foreman-Murray, Lindsay; Fuchs, Lynn S. – Journal of Learning Disabilities, 2019
Students' explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 fourth-grade students at risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of…
Descriptors: Elementary School Students, Grade 4, Elementary School Mathematics, Mathematics Skills
Foreman-Murray, Lindsay; Fuchs, Lynn S. – Grantee Submission, 2018
Student explanations of their mathematical thinking and conclusions have become a greater part of the assessment landscape in recent years. With a sample of 71 4th-grade students at-risk for mathematics learning disabilities, we investigated the relation between student accuracy in comparing the magnitude of fractions and the quality of students'…
Descriptors: Elementary School Students, Grade 4, Elementary School Mathematics, Mathematics Skills
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Siegel, Linda S. – International Journal for Research in Learning Disabilities, 2019
Dyslexia and other learning disabilities are not being properly recognized and treated in our educational system or society at large. Unrecognized and untreated learning disabilities represent a serious social and economic problem, not only to the individual but to society as a whole. For example, antisocial behavior, as seen in prison populations…
Descriptors: Dyslexia, Learning Disabilities, Disability Identification, Screening Tests
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Swanson, H. Lee; Moran, Amber S.; Bocian, Kathleen; Lussier, Cathy; Zheng, Xinhua – Learning Disability Quarterly, 2013
This study investigated the role of generative strategies and working memory capacity on word problem solving accuracy in children with math difficulties (MD). Within classrooms, children in Grade 3 with MD ("n" = 69) were randomly assigned to one of three treatment conditions: paraphrase question propositions (Restate), paraphrase…
Descriptors: Word Problems (Mathematics), Learning Strategies, Comprehension, Short Term Memory
Swanson, H. Lee; Orosco, Michael J.; Lussier, Cathy M. – Exceptional Children, 2014
This study investigated the role of strategy instruction on solution accuracy in children with and without serious math difficulties (MD) in problem solving. Children's posttest solution accuracy was compared on standardized and experimental measures as a function of strategy conditions. Strategy conditions included curriculum materials that…
Descriptors: Mathematics Instruction, Teaching Methods, Problem Solving, Learning Problems
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Swanson, H. Lee; Kudo, Milagros; Guzman-Orth, Danielle – Journal of Educational Psychology, 2016
This study investigated the prevalence and stability of latent classes at risk for reading disabilities (RD) in elementary-aged children whose first language is Spanish. To this end, children (N = 489) in Grades 1, 2, and 3 at Wave 1 were administered a battery of reading, vocabulary, and cognitive measures (short-term memory [STM], working memory…
Descriptors: English Language Learners, At Risk Students, Reading Difficulties, Learning Disabilities