Preventing Mathematics Difficulties in the Primary Grades: The Critical Features of Instruction in Textbooks as Part of the Equation

By Brian R. Bryant, Diane Pedrotty Bryant, Caroline I. Kethley, S. A. Kim, C. Pool, You-Jin Seo. 2008

71 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/0c336d4a2d9d2ba775fbd30d9b9dce29061fccff

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Brian R. Bryant
2. Silvana M. Watson
3. C. Pool
4. Diane Pedrotty Bryant
5. S. Judge
6. R. Gersten
7. Pekka Räsänen
8. Michèle M. M. Mazzocco

In Statistics and Probability

1. Nancy Scammacca
2. Silvana M. Watson
3. C. Pool
4. Amanda L. Winter
5. Minyi Shih
6. Diane Pedrotty Bryant
7. C. Funk
8. S. Judge

Citations in the corpus

• Longitudinal Outcomes for Mathematics Achievement for Students with Learning Disabilities (2011, background): “Thus, effective, data-driven, evidence-based features of instruction of main concepts of mathematics (eg, number sense) are critical to the growth of mathematics skills ( D. P. Bryant et al, 2008 ).”
• The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, methodology): “This group of students was part of a larger sample that included additional students and grade levels (see D. Bryant et al., 2008).”