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Download full textArias-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
Direct linkWang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Journal of Learning Disabilities, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Management, Elementary School Students, Grade 3
Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas; Gilbert, Jennifer K.; Krowka, Sarah; Abramson, Rebecca – Grantee Submission, 2019
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on magnitude understanding and word problems. Embedded SR was designed to support a growth mindset (fostering…
Descriptors: Mathematics Instruction, Self Control, Grade 3, Elementary School Students
Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.; Fuchs, Douglas; Compton, Donald L.; Changas, Paul C. – Exceptional Children, 2015
The focus of the present study was enhancing word problem and calculation achievement in ways that support prealgebraic thinking among second-grade students at risk for mathematics difficulty. Intervention relied on a multitier support system (i.e., responsiveness to intervention, or RTI) in which at-risk students participate in general classroom…
Descriptors: Word Problems (Mathematics), Computation, Algebra, At Risk Students
Seethaler, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Grantee Submission, 2016
The purpose of this study was to assess the added value of dynamic assessment (DA) beyond more conventional static measures for predicting individual differences in year-end 1st-grade calculation (CA) and word-problem (WP) performance, as a function of limited English proficiency (LEP) status. At the start of 1st grade, students (129 LEP; 163…
Descriptors: Grade 1, Elementary School Students, Limited English Speaking, Mathematics Instruction
Kearns, Devin M.; Fuchs, Douglas – Exceptional Children, 2013
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…
Descriptors: Academic Achievement, Low Achievement, Teaching Methods, Cognitive Processes
