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Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes
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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
Mathematics Difficulties and Psychopathology in School-Age Children
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Wakeman, 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
Efficacy of the RtI Model in the Treatment of Reading Learning Disabilities
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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
Addressing Challenging Mathematics Standards with At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade
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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