Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Amelia S. Malone"'
Autor:
Lynn S. Fuchs, Amelia S. Malone, Kristopher J. Preacher, Eunsoo Cho, Douglas Fuchs, Paul Changas
Publikováno v:
Exceptional Children. 89:332-352
This study's first purpose was to investigate effects of a fourth- and fifth-grade “next-generation” fraction intervention, which included six enhancements over a previously validated fraction intervention, designed to address career- and college
Autor:
Lynn S. Fuchs, Amber Y. Wang, Kristopher J. Preacher, Amelia S. Malone, Douglas Fuchs, Rachel Pachmayr
Publikováno v:
Exceptional Children. 87:163-182
The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM) provides a
Autor:
Robin F. Schumacher, Amelia S. Malone
Publikováno v:
The Elementary School Journal. 118:105-127
The goal of the present study was to describe fraction-calculation errors among 4th-grade students and determine whether error patterns differed as a function of problem type (addition vs. subtraction; like vs. unlike denominators), orientation (hori
Publikováno v:
Learning and Individual Differences. 58:90-96
The purpose of the study was to determine whether individual differences in at-risk 4th graders' language comprehension, nonverbal reasoning, concept formation, working memory, and use of decimal labels (i.e., place value, point, incorrect place valu
Publikováno v:
Journal of Learning Disabilities. 50:631-639
In this article, the authors summarize results from 5 randomized controlled trials assessing the effects of intervention to improve the fraction performance of fourth-grade students at risk for difficulty in learning about fractions. The authors begi
Autor:
Pirjo Aunio, Drew Bailey, Daniel B. Berch, Talia Berkowitz, Douglas H. Clements, Caitlin Craddock, Emily N. Daubert, Dinorah De Leó, Lydia DeFlorio, Dahiana Fitipalde, Douglas Fuchs, Lynn S. Fuchs, David C. Geary, Dominic J. Gibson, Justin Halberda, Asha K. Jitendra, Yemimah King, Alice Klein, Josh Langfus, Susan C. Levine, Melissa E. Libertus, Alejandro Maiche, Álvaro Mailhos, Amelia S. Malone, Kathleen Mann Koepke, Amy R. Napoli, David J. Purpura, Geetha B. Ramani, Julie Sarama, Nicole R. Scalise, Pamela M. Seethaler, Prentice Starkey, Xenia Vamvakoussi, John Woodward
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::519e11101716dc1651eae83d687f189b
https://doi.org/10.1016/b978-0-12-815952-1.09991-6
https://doi.org/10.1016/b978-0-12-815952-1.09991-6
Cognitive, linguistic, and socioemotional processes have been identified as important predictors of individual differences in mathematics development. Yet attempts to strengthen such processes often fail to result in improved mathematics performance
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3a0fe3087e096f279aad67fe1bbf34d1
https://doi.org/10.1016/b978-0-12-815952-1.00012-8
https://doi.org/10.1016/b978-0-12-815952-1.00012-8
Autor:
Jessica M. Namkung, Nancy C. Jordan, Carol L. Hamlett, Robert S. Siegler, Paul Changas, Lynn S. Fuchs, Amber Y. Wang, Jessica Long, Amelia S. Malone, Robin F. Schumacher
Publikováno v:
The Elementary School Journal. 116:625-651
The purposes of this study were to (a) investigate the efficacy of a core fraction intervention program on understanding and calculation skill and (b) isolate the effects of different forms of fraction word-problem (WP) intervention. At-risk fourth g
Autor:
Carol L. Hamlett, Lynn S. Fuchs, Robin F. Schumacher, Nancy C. Jordan, Russell Gersten, Robert S. Siegler, Jessica M. Namkung, Paul Changas, Amelia S. Malone
Publikováno v:
Journal of Educational Psychology. 108:493-508
The main purposes of this study were to test the effects of teaching at-risk 4th graders to provide explanations for their mathematics work and examine whether those effects occur by compensating for limitations in cognitive processes. We randomly as
Autor:
Amelia S. Malone, Lynn S. Fuchs
Publikováno v:
Journal of Learning Disabilities. 50:337-352
The three purposes of this study were to (a) describe fraction ordering errors among at-risk fourth grade students, (b) assess the effect of part-whole understanding and accuracy of fraction magnitude estimation on the probability of committing error