Meta-Analysis of Acquisition and Fluency Math Interventions With Instructional and Frustration Level Skills: Evidence for a Skill-by-Treatment Interaction
By M. Burns, Robin S. Codding, Christina H. Boice, G. Lukito. 2010
206 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Psychiatry and Mental health, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/e5b2e269ddd1dde707c1f786cb519ab73f22a3e2
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
- M. Burns
- G. Lukito
- Anne F. Zaslofsky
- Rebecca Kanive
- David C. Parker
- Robin S. Codding
- John Mouanoutoua
- Ahmed Alghamdi
In Psychiatry and Mental health
In Statistics and Probability
- G. Lukito
- M. Burns
- Robin S. Codding
- Anne F. Zaslofsky
- Rebecca Kanive
- David C. Parker
- R. Roesslein
- John Mouanoutoua
Citations in the corpus
- Meta-Analysis of Incremental Rehearsal Using Phi Coefficients to Compare Single-Case and Group Designs (2012, methodology): “2011), and vocabulary (Burns et al. 2004; Burns et al. 2010).”
- The Effects of Tier 2 Mathematics Interventions for Students With Mathematics Difficulties: A Meta-Analysis (2020, background): “The majority of reviews focused on specific math skills, such as computation or fact fluency (e.g., Burns et al., 2010), early numeracy (Nelson & McMaster, 2019), word problem solving (Xin & Jitendra, 1999; Zhang & Xin, 2012; Zheng et al., 2013), fractions (Shin & Bryant, 2015), or algebra (Hughes…”
- Meta–Analysis of Mathematic Basic–Fact Fluency Interventions: A Component Analysis (2011, methodology): “The articles used in this study were also used in a previous meta-analysis (Burns, Codding, Boice, & Lukito, 2010), but the focus of that study was to examine the treatment by skill interaction between dcpm and treatment provided.”