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Direct linkDoabler, Christian T.; Gearin, Brian; Baker, Scott K.; Stoolmiller, Mike; Kennedy, Patrick C.; Clarke, Ben; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith – Journal of Learning Disabilities, 2019
Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored…
Descriptors: Mathematics Instruction, Kindergarten, Young Children, Mathematics Achievement
Doabler, Christian T.; Gearin, Brian; Baker, Scott K.; Stoolmiller, Mike; Kennedy, Patrick C.; Clarke, Ben; Nelson, Nancy J.; Fien, Hank; Smolkowski, Keith – Grantee Submission, 2019
Opportunities for practice play a critical role in learning complex behaviors. In the context of explicit mathematics instruction, practice facilitates systematic opportunities for students with mathematics difficulties (MD) to learn new mathematics content and apply such knowledge and skills to novel mathematics problems. This study explored…
Descriptors: Mathematics Instruction, Kindergarten, Young Children, Mathematics Achievement
Doabler, Christian T.; Stoolmiller, Mike; Kennedy, Patrick C.; Nelson, Nancy J.; Clarke, Ben; Gearin, Brian; Fien, Hank; Smolkowski, Keith; Baker, Scott K. – Assessment for Effective Intervention, 2019
A growing body of research suggests that the effects of core mathematics instruction on student mathematics outcomes may not be uniform across different skill levels in mathematics. This study investigated the extent to which observed components of explicit mathematics instruction explained why students' initial mathematics achievement was…
Descriptors: Direct Instruction, Kindergarten, Mathematics Instruction, Mathematics Skills
Doabler, Christian T.; Fien, Hank – Intervention in School and Clinic, 2013
This article describes the essential instructional elements necessary for delivering explicit mathematics instruction to students with mathematics difficulties. Mathematics intervention research indicates that explicit instruction is one of the most effective instructional approaches for teaching students with or at risk for math difficulties.…
Descriptors: Learning Problems, At Risk Students, Mathematics Instruction, Teaching Methods
