Skip to main content
Breadcrumb
Home
Research Studies
Research Studies
Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance? .
(2019) .
Malone, A. S., Fuchs, L. S., Sterba, S. K., Fuchs, D., & Foreman-Murray, L. .
Contemporary Educational Psychology, 59, 101782 .
https://eric.ed.gov/?id=ED595127
Improving working memory Evaluation report and executive summary .
(2019) .
Wright, W. Dorsett, R., Anders, J., Buzzeo, J, Runge, J., & Sanders, M. .
London: Education Endowment Foundation .
https://westminsterresearch.westminster.ac.uk/item/qxvvq/improving-working-memo…
Evaluation Report .
(2019) .
Nunes, T., Malmberg, L., Evans, D., Sanders-Ellis, D., Baker, S., Barros, R., Bryant, P., & Evangelou, M. .
London: Education Endowment Foundation
Tutor Trust: Affordable Primary Tuition .
(2018) .
Torgerson, C. J., Bell, K., Coleman, E., Elliott, L., Fairhurst, C., Gascoine, L., Hewitt, C.E., & Torgerson, D. J. .
London: Education Endowment Foundation .
https://dro.dur.ac.uk/26952/1/26952.pdf
1stClass@Number Evaluation report and executive summary .
(2018) .
Nunes, T., Barros, R., Evangelou, M., Strand, S., Mathers, S., & Sanders-Ellis, D. .
London: Education Endowment Foundation
Testing the efficacy of a kindergarten mathematics intervention by small group size .
(2017) .
Clarke, B., Doabler, C. T., Kosty, D., Kurtz Nelson, E., Smolkowski, K., Fien, H., & Turtura, J. .
AERA Open, 3(2), 2332858417706899 .
https://doi.org/10.1177/2332858417706899
Examining the efficacy of a tier 2 kindergarten mathematics intervention .
(2016) .
Clarke, B., Doabler, C. T., Smolkowski, K., Baker, S. K., Fien, H., & Strand Cary, M. .
Journal of Learning Disabilities, 49(2), 152–165 .
https://doi.org/10.1177/0022219414538514
Fraction intervention for students with mathematics difficulties: Lessons learned from five randomized controlled trials .
(2016) .
Fuchs, L. S., Malone, A. S., Schumacher, R. F., Namkung, J., & Wang, A. .
Journal of Learning Disabilities, 50(6), 631–639 .
https://doi.org/10.1177/0022219416677249
Testing the efficacy of a tier 2 mathematics intervention: A conceptual replication study .
(2016) .
Doabler, C. T., Clarke, B., Kosty, D. B., Kurtz-Nelson, E., Fien, H., Smolkowski, K., & Baker, S. K. .
Exceptional Children, 83(1), 92–110 .
https://doi.org/10.1177/0014402916660084
Effects of intervention to improve at-risk fourth graders' understanding, calculations, and word problems with fractions .
(2016) .
Fuchs, L. S., Schumacher, R. F., Long, J., Jessica, N., Malone, A. S., Amber, W., & ... Changas, P. .
Elementary School Journal, 116(4), 625–651 .
doi:10.1080/19345747.2015.1123336
Intervention for first graders with limited number knowledge: Large-scale replication of a randomized controlled trial .
(2015) .
Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015) .
American Educational Research Journal, 52(3), 516–546 .
https://doi.org/10.3102/0002831214565787
Preliminary evaluation of a tier 2 mathematics intervention for first-grade students: Using a theory of change to guide formative evaluation activities .
(2014) .
Clarke, B., Doabler, C. T., Strand Cary, M., Kosty, D., Baker, S., Fien, H., & Smolkowski, K. .
School Psychology Review, 43(2) .
https://files.eric.ed.gov/fulltext/EJ1142175.pdf
Effects of first-grade number knowledge tutoring with contrasting forms of practice .
(2013) .
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., DeSelms, J., Seethaler, P. M., Wilson, J., Craddock, C. F., Bryant, J. D., Luther, K., & Changas, P. .
Journal of Educational Psychology, 105(1), 58–77 .
https://doi.org/10.1037/a0030127
Evaluating math recovery: Assessing the causal impact of a diagnostic tutoring program on student achievement .
(2013) .
Smith, T. M., Cobb, P., Farran, D. C., Cordray, D. S., & Munter, C. .
American Educational Research Journal, 50(2), 397–428 .
https://doi.org/10.3102/0002831212469045
Every Child Counts: Testing policy effectiveness using a randomised controlled trial, designed, conducted and reported to CONSORT standards .
(2013) .
Torgerson, C. J., Wiggins, A., Torgerson, D., Ainsworth, H., & Hewitt, C. .
doi:10.1080/14794802.2013.797746 .
doi:10.1080/14794802.2013.797746
The effects of strategic counting instruction, with and without deliberate practice, on number combination skill among students with mathematics difficulties .
(2010) .
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., & Hamlett, C. L. .
Learning and Individual Differences, 20(2), 89–100 .
https://doi.org/10.1016/j.lindif.2009.09.003
Effects of preventative tutoring on the mathematical problem solving of third-grade students with math and reading difficulties .
(2008) .
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. .
Exceptional Children .
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2832201/