Mathematics Intervention for Grades 5–11: Teaching Mathematics, Reading, or Both?

By T. Carter, E. Dean. 2006

62 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/38fb4f85821cf0bf0f5a1c69acc3b7cd04d19efa

How researchers see this paper

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

In Developmental and Educational Psychology

1. S. Forsyth
2. S. R. Powell

In Education

1. S. Forsyth
2. Barbara Freeman
3. S. R. Powell
4. Lindy Crawford

In Statistics and Probability

1. S. Forsyth
2. S. R. Powell

Citations in the corpus

• Differences in the Mathematics–Vocabulary Knowledge of Fifth–Grade Students with and without Learning Difficulties (2017, background): “Struggling readers often have difficulties decoding mathematics terms; they may also lack the depth of vocabulary fluency needed to use such terms to reason mathematically (Carter & Dean, 2006).”
• Creating a Middle School Mathematics Curriculum for English-Language Learners (2008, background): “Emphasis on vocabulary building in mathematics is also a well-researched principle (see, e.g., Carter & Dean, 2006; Harmon, Hedrick, & Wood, 2005).”