Intervention for First Graders With Limited Number Knowledge
By R. Gersten, E. Rolfhus, Ben Clarke, Lauren E. Decker, C. Wilkins, Joseph A. Dimino. 2015
67 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/556721fe46379f9a1847b51b23bdde434a15b28c
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
- Christian T. Doabler
- S. Baker
- Hank Fien
- K. Smolkowski
- Ben Clarke
- Derek B. Kosty
- Lynn S. Fuchs
- R. Gersten
In Education
- Christian T. Doabler
- Hank Fien
- S. Baker
- K. Smolkowski
- Ben Clarke
- Derek B. Kosty
- Lynn S. Fuchs
- R. Gersten
In Statistics and Probability
- Christian T. Doabler
- Hank Fien
- S. Baker
- K. Smolkowski
- Ben Clarke
- Derek B. Kosty
- Lynn S. Fuchs
- Pamela M. Seethaler
Citations in the corpus
- Testing the Immediate and Long-Term Efficacy of a Tier 2 Kindergarten Mathematics Intervention (2016, background): “…evaluate efficacy is limited (Dyson, Jordan, & Glutting, 2013), there are a growing number of intervention programs targeting kindergarten students at risk in mathematics that have been rigorously evaluated (e.g., Clarke et al., 2016; Dyson et al., 2013; Fuchs et al., 2005; Gersten et al., 2015).”