Enhancing Kindergartners' Mathematical Development: Effects of Peer-Assisted Learning Strategies

By Lynn S. Fuchs, Douglas Fuchs, K. Karns. The Elementary school journal, 2001

166 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/12583f8059b56a1b6909fa448a4b0fc4473abc1f

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Citations in the corpus

Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications (2005, background): “For example, both White and African American low performing kindergarteners scored higher on a standardized test of math readiness (SESAT) after participating in a peer-tutoring program than did nonparticipators (ds = 0.41 to 0.53 for lower performing students; Fuchs et al., 2001).”
The Effects of Peer–Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis (2007, methodology): “…Karns, and Dutka (1997) 0.60 Fuchs, Fuchs, Karns, Hamlett, Katzaroff, and Dutka (1997) 0.44 Fuchs, Fuchs, Phillips, Hamlett, and Karns (1995) 0.39 Fuchs, Fuchs, and Karns (2001) 0.35 Fuchs, Fuchs, Yazdian, and Powell (2002) − 0.02 Ginsburg-Block and Fantuzzo (1997) 0.69 Ginsburg-Block and…”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, methodology): “One peer-mediated intervention with a strong evidence base is Peer-Assisted Learning Strategies (PALS; D. Fuchs et al., 2001).”
Defining Early Number Sense: A participatory Australian study (2005, background): “Others too regard number sense as an informal knowledge of mathematics that is a prerequisite for later mathematics development ( Fuchs, Fuchs, & Karns, 2001; Funkhouser, 1995; Ginsburg, 1997; van Luit & Schopman, 2000), but research has yet to demonstrate this.”
Assessing preschool number sense: skills demonstrated by children prior to school entry (2010, background): “Recognition that not all children begin school with the same level of number sense (Aunio, Hautamaki, & Van Luit, 2005; Fuchs et al., 2001; Gersten & Chard, 1999; Gersten et al., 2005; Ginsburg, 1997; Griffin, 2003; Jordan et al., 2009; Laski & Siegler, 2007; Malofeeva, Day, Saco, Young, & Cianco,…”
Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks (2017, result): “Similar results were obtained in experimental and quasi-experimental studies of PALS-Reading in kindergarten (e.g., D. Fuchs et al., 2001), first grade (e.g., Al Otaiba & Fuchs, 2006; D. Fuchs et al., 2017), and the intermediate grades (e.g., D. Fuchs, Fuchs, Mathes, & Simmons, 1997; Saenz, Fuchs,…”