Supported Self-Explaining during Fraction Intervention.

By Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica M. Namkung, C. Hamlett, Nancy C. Jordan, Robert S. Siegler, R. Gersten, Paul Changas. 2015

72 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/48cfbbc709f47238cc7763de4b0ebaab40fb0e71

How researchers see this paper

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

In Cognitive Neuroscience

1. Mickey Losinski
2. R. Ennis

In Education

1. Mickey Losinski
2. R. Ennis

In Statistics and Probability

1. Mickey Losinski
2. R. Ennis

Citations in the corpus

• Interventions to Improve Fraction Skills for Students With Disabilities: A Meta-Analysis (2019, methodology): “Researcher 3 36 30 Fuchs et al. (2016) Explicit Fraction Face-Off!”
• Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research (2018, unknown): “The results of this review support the use of explicit instruction in problem solving, fractions, and general mathematics skills (e.g., Fuchs et al., 2016; Ketterlin-Geller et al., 2008; Xin, Jitendra, & Deatline-Buchman, 2005).”