The Prevention, Identification, and Cognitive Determinants of Math Difficulty.

By Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, Kim J. Paulsen, Joan D. Bryant, C. Hamlett. 2005

602 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/95f7c94fc80267e498915767d1b947816a3dc8fc

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

In Education

In Statistics and Probability

Citations in the corpus

Preliminary Evaluation of a Tier 2 Mathematics Intervention for First-Grade Students: Using a Theory of Change to Guide Formative Evaluation Activities (2014, methodology): “For example, Fuchs et al. (2005) found effect sizes up to 0.7 on proximal measures of achievement, but in a replication study of the same program, Rolfhus et al. (2012) found an effect size of 0.34 on a distal measure of achievement.”
Contributions of Attentional Control to Socioemotional and Academic Development (2010, background): “Indeed, attention has emerged as a potentially robust predictor of arithmetic skills (Fuchs et al., 2005; Russell & Ginsburg, 1984).”
The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students who are at Risk for Mathematics Difficulties (2008, methodology): “Increasingly, the results of early mathematics intervention studies are helping to inform the field about what constitutes effective practices (e.g., Baker, Gersten, & Lee, 2002; L. Fuchs et al., 2005).”
The Use of a Bar Model Drawing to Teach Word Problem Solving to Students With Mathematics Difficulties (2017, background): “CSI has consistently yielded positive effects for students of varying age and ability groups (Fuchs et al., 2005; Garrett et al., 2006; Montague & Applegate, 1993; Rosenzweig et al., 2011).”
Contributions of longitudinal studies to evolving definitions and knowledge of developmental dyscalculia (2013, background): “Fuchs and colleagues [21] found that about one third of children initially meeting discrepancy criteria for DD no longer met the criteria after 16 weeks of intensive tutoring.”
A Model for Implementing Responsiveness to Intervention (2007, neutral): “Fuchs et al. (2006), D. Fuchs (in press), L. S. Fuchs, et al. (2005), L. S. Fuchs et al. (2007), and Compton, Fuchs, and Fuchs, (submitted).”
Effects of general and broad cognitive abilities on mathematics achievement. (2008, background): “…dealing with the limited capacity and management of information in immediate memory (i.e., working memory) during mathematics performance in general, and especially during completion of mathematics word problems (Fuchs et al., 2005; Passolunghi & Seigel, 2001; Swanson & Beebe-Frankenberger, 2004).”
Using the Concrete–Representational–Abstract Sequence with Integrated Strategy Instruction to Teach Subtraction with Regrouping to Students with Learning Disabilities (2012, background): “…that between 5 and 13.8 percent of school-aged students have mathematics disabilities (Barbaresi, Katusic, Colligan, Weaver, & Jacobsen, 2005; Fuchs et al., 2005; Geary, 2004) and that many students without documented disabilities also struggle with this challenging aspect of the school…”
Intervention for First Graders With Limited Number Knowledge (2015, methodology): “In this study, the personnel background characteristics of the interventionists available for recruitment were more heterogeneous than those in the Fuchs et al. (2005) study.”