The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

By Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, S. R. Powell, Pamela M. Seethaler, Andrea M. Capizzi, C. Schatschneider, Jack M. Fletcher. 2006

618 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability, Evaluation & Benchmarks

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Citations in the corpus

Measuring and Improving BERT’s Mathematical Abilities by Predicting the Order of Reasoning. (2021, background): “Interestingly, attention appears to be crucial in problem solving (Fuchs et al., 2006; Pasolunghi et al., 1999).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “Teacher-report measures of attention, in which stable individual differences in EF are perhaps implied but not measured directly, are robustly associated with multiple aspects of math competence, including word problem solving, algorithmic computation, and arithmetic (Fuchs et al. 2006).”
Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? (2008, background): “Although other studies have raised questions about the tenability of this association (e.g., Fuchs et al., 2006; Swanson et al., 1993), the univariate results of the present study corroborate a role for working memory, verbal as well as numerical, in both computational and problem-solving…”
Student- and instruction-level predictors of narrative writing in third-grade students (2008, background): “Writing achievement receives less teacher attention ( Foorman & Schatschneider, 2003; National Center for Educational Statistics, 2003) despite the complexity of the writing task, which requires the coordination of many skills (Hayes, 1996).”
Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “Language skills (aspects of broad Gc) have been linked to math (e.g., Fiorello & Primerano, 2005; Flanagan et al., 2006; Floyd, Evans, & McGrew, 2003; Fuchs et al., 2006; McGrew, 2008; Swanson & Jerman, 2006) especially as Gc relates to the development of number concepts (e.”
Academic and Cognitive Characteristics of Persistent Mathematics Difficulty from First through Fourth Grade (2010, background): “…Nugent, & Numtee, 2007; Mazzocco & Myers, 2003; Murphy, Mazzocco, Hanich, & Early, 2007), whether there are core deficits involved in MD (e.g., Fuchs et al., 2005, 2006; Swanson & Beebe-Frankenberger, 2004), and whether the mathematics skills in children with MD can Requests for reprints…”
The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families (2010, background): “Using teacher ratings to assess attention skills, Fuchs and colleagues (Fuchs et al., 2005; Fuchs et al., 2006) found elevated levels of inattentive behavior among students experiencing math learning difficulties.”
The role of individual and contextual factors in the development of maths skills (2009, methodology): “For example, various studies have demonstrated the role of working memory (e.g., Geary, Brown, & Samaranayake, 1991; Passolunghi & Siegel, 2004; Wilson & Swanson, 2001), as well as verbal and reasoning skills (Delgado & Prieto, 2004; Fuchs et al., 2006; Nunes, Bryant, & Evans, 2007).”
The Mathematics Skills of Children with Reading Difficulties. (2010, background): “Given that arithmetic fact fluency is foundational for word problems (e.g., Fuchs et al., 2006), we expected that children with dyslexia would perform lower than children with specific reading comprehension difficulty and that both groups would perform lower than a comparison group.”
Mathematics Difficulty with and without Reading Difficulty: Findings and Implications from a Four-Year Longitudinal Study (2012, methodology): “Although the current study is one of few in MD research that includes such a comprehensive set of variables (see Fuchs et al., 2005, 2006; Swanson & BeebeFrankenberger, 2004), we did not measure all possible constructs, most notably general language ability and measures of number sense currently…”