Early Identification and Interventions for Students With Mathematics Difficulties

By R. Gersten, Nancy C. Jordan, Jonathan R. Flojo. Journal of Learning Disabilities, 2005

856 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8e5394e7ef08242b5b2050149d56a16904294553

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Citations in the corpus

Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention (2007, background): “In addition, we did not include Gersten, Jordan, and Flojo (2005) because it is a synthesis paper and includes the same study reported in Baker et al. (2002).”
Predicting First–Grade Math Achievement from Developmental Number Sense Trajectories (2007, result): “In sum, the results of the present study, along with a growing body of research with converging data ( Gersten et al., 2005 ), suggest that screening number sense in kindergarten is useful for identifying children who will face learning difficulties or disabilities in math.”
Validating a Number Sense Screening Tool for Use in Kindergarten and First Grade: Prediction of Mathematics Proficiency in Third Grade (2010, background): “Weaknesses in symbolic number sense, related to counting, number relationships, and basic operations, appear to underpin most mathematics learning difficulties (e.g., Geary, Hoard, Byrd-Craven, Nugent, & Numtee, 2007; Gersten et al., 2005; Landerl et al., 2004).”
The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, background): “Gersten and Chard (1999), Gersten et al. (2005), and Okamoto and Case (1996) further operationalized number sense as the ability to understand the magnitude of numbers, the ability to use representations, and ease of use with mental computation.”
The Routledge international handbook of dyscalculia and mathematical learning difficulties (2014, positive): “Number comparison abilities have been studied developmentally (Baker et al., 2002; Chard et al., 2005; Clark & Shinn, 2004; Geary, Hoard & Hamson, 1999; Geary, Hamson & Hoard, 2000; Gersten et al., 2005; Jordan, Kaplan, Nabors Olah, & Locuniak, 2006; Locuniak & Jordan, 2008; Mazzocco & Thompson, 200”
How does working memory work in the classroom (2006, background): “This view is supported by recent evidence that working memory is a reliable indicator of mathematical disabilities in the first year of formal schooling (Gersten et al., 2005).”
Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children (2009, background): “The educational community has also recognized the importance of number sense, although the term here is used in a much broader sense (Berch, 2005; Gersten, Jordan, & Flojo, 2005).”
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060. (2009, background): “For reviews see Jiban and Deno (2007); Fuchs, Fuchs, Compton et al. (2007); Gersten, Jordan, and Flojo (2005).”
Difference Not Deficit: Reconceptualizing Mathematical Learning Disabilities. (2014, background): “Future research should consider whether the kinds of persistent understandings noted in Lisa and Emily occur with students with MLDs who are younger, particularly because early intervention for MLDs is essential (Gersten et al., 2005).”
Subitizing or counting as possible screening variables for learning disabilities in mathematics education or learning (2009, background): “In addition, it was shown that toddlers who lacked adequate and flexible counting knowledge went on to develop deficient numeracy skills which resulted in MLD (Aunola et al., 2004; Gersten et al., 2005).”