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Direct linkWakeman, Holly N.; Wadsworth, Sally J.; Olson, Richard K.; DeFries, John C.; Pennington, Bruce F.; Willcutt, Erik G. – Journal of Learning Disabilities, 2023
This study investigated the relationship between mathematics difficulties and psychopathology in a large community sample (N = 881) of youth (8-18 years of age) in the United States. The primary aims of the study were to (a) test the associations between mathematics difficulties and specific components of internalizing, externalizing, attention,…
Descriptors: Children, Adolescents, Correlation, Learning Problems
Michael J. Orosco; Deborah K. Reed – Learning Disabilities Research & Practice, 2024
This study examined the effect of comprehension strategy instruction on third-grade English Learners' word-problem-solving performance. The supplemental intervention included modeling how to read the word problem to identify and restate the question, distinguishing relevant from irrelevant information, and collaborating with peers on applying the…
Descriptors: Grade 3, Elementary School Students, English Language Learners, Problem Solving
Lynn S. Fuchs; Douglas Fuchs; Eunsoo Cho; Marcia A. Barnes; Tuire Koponen; Daniel R. Espinas – Journal of Learning Disabilities, 2025
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes…
Descriptors: Reading Skills, Mathematics Skills, Comorbidity, Reading Difficulties
Download full textCho, 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
Spencer, Mercedes; Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas – Journal of Educational Psychology, 2022
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word…
Descriptors: Grade 1, Elementary School Students, Grade 2, Mathematics Skills
Taha, Mohamed M.; El Nagar, Hosny Z. – Insights into Learning Disabilities, 2018
The purpose of this study is to construct and evaluate diagnostic battery tests of verbal and non-verbal learning disabilities for students in the Arabic schools. 612 students were in the 3rd, 4th and 5th grades of primary school were involved, mostly from Egypt and Saudi Arabia. Their ages ranged from 7.94-10.98 with mean age = 9.62 and SD =…
Descriptors: Diagnostic Tests, Learning Disabilities, Foreign Countries, Grade 3
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
Arias-Gundín, Olga; García Llamazares, Ana – Education Sciences, 2021
(1) Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. (2) Method: A…
Descriptors: Response to Intervention, Learning Disabilities, Reading Difficulties, Program Effectiveness
Lin, Xin; Peng, Peng; Luo, Hongjing – Learning Disability Quarterly, 2021
The purpose of the study was to compare the deficit profiles of two important types of mathematics difficulties. Three cognitive measures (working memory, processing speed, and reasoning), two mathematics measures (numerical facts retrieval and mathematics vocabulary), and reading comprehension were assessed among 237 Chinese fourth-grade…
Descriptors: Elementary School Students, Grade 4, Children, Learning Problems
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
Mayes, Susan Dickerson; Waschbusch, Daniel A.; Calhoun, Susan L.; Mattison, Richard E. – Exceptionality, 2020
Little is known about the characteristics of academic overachievers, children whose achievement significantly exceeds IQ. Correlates of overachievement (achievement test scores = 1 SD above IQ), nondiscrepant achievement, and learning disability (LD; achievement = 1 SD below IQ) were analyzed in 1,543 children (739 ADHD, 285 autism, and 519…
Descriptors: Overachievement, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Autism
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
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
Petscher, Yaacov; Zumeta Edmonds, Rebecca; Arden, Sarah; Weingarten, Zachary – American Institutes for Research, 2020
The purpose of this project evaluation was to assess the impact of data-based individualization (DBI) on the mathematics achievement of students with intensive mathematics learning needs, including students with disabilities. The evaluation study used a cluster randomized trial in which elementary schools were randomly assigned to treatment using…
Descriptors: Mathematics Achievement, Students with Disabilities, Student Needs, Program Effectiveness
