Implementing CRA With Secondary Students With Learning Disabilities in Mathematics

By Bradley Witzel, P. Riccomini, E. Schneider. 2008

123 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a519ebd48a826069fa81b00aa7a2557d9a40ca38

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

1. Dake Zhang
2. Yan Ping Xin
3. Jugnu Agrawal
4. Lisa L. Morin

In Statistics and Probability

1. Dake Zhang
2. Yan Ping Xin
3. Lisa L. Morin
4. Jugnu Agrawal
5. Asha K. Jitendra

Citations in the corpus

• A Follow-Up Meta-analysis for Word-Problem-Solving Interventions for Students with Mathematics Difficulties (2012, methodology): “Consistent with Xin and Jitendra (1999), the percentage of nonoverlapping data (PND; Kavale, Mathur, Forness, Quinn, & Rutherford, 2000) was used as an effect size measure for single-subject-design studies.”
• Evidence–Based Practices: Applications of Concrete Representational Abstract Framework across Math Concepts for Students with Mathematics Disabilities (2016, background): “For this reason, Witzel et al. (2008) admonished practitioners against “allowing word problems to be the dreaded completion of a math lesson” (p. 275).”