Enhancing First-Grade Children's Mathematical Development with Peer-Assisted Learning Strategies

By Lynn S. Fuchs, Douglas Fuchs, Laura Yazdian, S. R. Powell. 2002

146 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9c4be9663ea13e67e6139e3cfbb94cb6c7d2588b

How researchers see this paper

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

In Clinical Psychology

1. Catherine A. Kunsch
2. Asha K. Jitendra
3. S. Sood

In Education

1. Michael J. Orosco
2. Catherine A. Kunsch
3. Janet Ward Schofield
4. Asha K. Jitendra
5. S. Sood

In Statistics and Probability

1. Michael J. Orosco
2. Catherine A. Kunsch
3. Asha K. Jitendra
4. S. Sood

Citations in the corpus

• The Effects of Dynamic Strategic Math on English Language Learners’ Word Problem Solving (2013, methodology): “…(b) strategy training that helps to develop visual spatial skills (e.g., Van Garderen & Montague, 2003), (c) instructional feedback (e.g., Fuchs, Seethaler, et al., 2008), and (d) using peer-assisted collaborative learning strategies during instruction (e.g., Fuchs, Fuchs, Yazdin, & Powell, 2002).”
• Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications (2005, result): “Similarly, first graders, most of whom were minority group members participating in a peer-tutoring program, improved their performance on the mathematical section of the Stanford Achievement Test, whereas similar first graders who did not participate in this program did not improve their performanc”