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Direct linkSarah R. Powell; Katherine A. Berry; Anna-Maria Fall; Greg Roberts; Marcia A. Barnes; Lynn S. Fuchs; Amanda Martinez-Lincoln; Suzanne R. Forsyth; Rebecca K. Vinsonhaler; Sarah A. Benz; Brenda L. Zaparolli; Xin Lin – Grantee Submission, 2022
Powell, Berry, et al. (in press) conducted a randomized control trial assessing the effects of two variants of word-problem intervention with third graders (n = 304) experiencing mathematics difficulty. Students were assigned to a business-as-usual condition (BaU) or one of two variants of word-problem intervention. One variant included a…
Descriptors: Word Problems (Mathematics), Elementary School Students, Grade 3, Grade 4
Poncy, Brian C.; Skinner, Christopher H.; Axtell, Philip K. – Psychology in the Schools, 2010
A multiple-probe-across-problem-sets (tasks) design was used to evaluate the effects of the Detect, Practice, and Repair (DPR) on multiplication-fact fluency development in seven third-grade students nominated by their teacher as needing remediation. DPR is a multicomponent intervention and begins with a group-administered, metronome-paced…
Descriptors: Maintenance, Multiplication, Remedial Instruction, Grade 3
Orosco, Michael J. – Exceptionality, 2014
Word problems for English language learners (ELLs) at risk for math disabilities are challenging in terms of the constant need to develop precise math language and comprehension knowledge. As a result of this, ELLs may not only need math support but also reading and linguistic support. The purpose of this study was to assess the effectiveness of a…
Descriptors: English Language Learners, Hispanic American Students, Grade 3, Elementary School Students
