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Peer reviewed
Direct linkBailey, Drew H.; Fuchs, Lynn S.; Gilbert, Jennifer K.; Geary, David C.; Fuchs, Douglas – Child Development, 2020
We present first-grade, second-grade, and third-grade impacts for a first-grade intervention targeting the conceptual and procedural bases that support arithmetic. At-risk students (average age at pretest = 6.5) were randomly assigned to three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction…
Descriptors: Grade 1, Grade 2, Grade 3, Elementary School Students
Download full textFuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K. – Grantee Submission, 2019
The purpose of this analysis was to assess whether effects of 1st-grade mathematics intervention apply across the range of at-risk learners' initial skill levels. Students were randomly assigned to control (n=213) and 2 variants of intervention (n=385) designed to improve arithmetic. Of each 30-minute intervention session (48 over 16 weeks), 25…
Descriptors: Elementary School Mathematics, Elementary School Students, Grade 1, Mathematics Skills
Malone, Amelia S.; Fuchs, Lynn S.; Sterba, Sonya K.; Fuchs, Douglas; Foreman-Murray, Lindsay – Grantee Submission, 2019
The purpose of this study was to assess whether intervention with an integrated focus on fraction and decimal magnitude provides added value in improving rational number performance over intervention focused exclusively on fractions. We randomly assigned 4th graders with poor whole-number performance to 3 conditions: a business-as-usual control…
Descriptors: Fractions, Arithmetic, Mathematics Skills, Mathematics Instruction
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
Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics
Cirino, Paul T.; Tolar, Tammy D.; Fuchs, Lynn S. – Society for Research on Educational Effectiveness, 2013
Algebra is a prerequisite for access to STEM careers and occupational success (NMAP, 2008a), yet algebra is difficult for students through high school (US DOE, 2008). Growth in children's conceptual and procedural arithmetical knowledge is reciprocal, although conceptual knowledge has more impact on procedural knowledge than the reverse…
Descriptors: Arithmetic, Algebra, Mathematics Skills, Cognitive Processes
Seethaler, Pamela M.; Fuchs, Lynn S. – Assessment for Effective Intervention, 2011
The purpose of this study was to examine technical and instructional features of a kindergarten curriculum-based measurement (CBM) tool designed to track students' mathematics progress in terms of computational concepts, procedures, and counting strategies. Students in 10 kindergarten classrooms in three elementary schools completed alternate…
Descriptors: Curriculum Based Assessment, Mathematics Achievement, Achievement Tests, Skill Analysis
