The DOI matches its Crossref record; 73 of the 73 references it cites were found in a registry or an index.
The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
Abstract
This study examined the efficacy of preventive 1st-grade tutoring in mathematics, estimated the prevalence and severity of mathematics disability, and explored pretreatment cognitive characteristics associated with mathematics development. Participants were 564 first graders, 127 of whom were designated at risk (AR) for mathematics difficulty and randomly assigned to tutoring or control conditions. Before treatment, all participants were assessed on cognitive and academic measures. Tutoring occurred 3 times weekly for 16 weeks; treatment fidelity was documented; and math outcomes were assessed. Tutoring efficacy was supported on computation and concepts/applications, but not on fact fluency. Tutoring decreased the prevalence of math disability, with prevalence and severity varying as a function of identification method and math domain. Attention accounted for unique variance in predicting each aspect of end-of-year math performance. Other predictors, depending on the aspect of math performance, were nonverbal problem solving, working memory, and phonological processing.
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Cited by
Raghubar, K. P., Barnes, M. A., & Hecht, S. A. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2009.10.005 · Cited by 975
Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010) · Journal of Educational Psychology · doi:10.1037/a0016738 · Cited by 775
Gersten, R., Chard, D. J., Jayanthi, M., Baker, S. K., Morphy, P., & Flojo, J. (2009) · Review of Educational Research · doi:10.3102/0034654309334431 · Cited by 689
Peng, P., Namkung, J., Barnes, M., & Sun, C. (2016) · Journal of Educational Psychology · doi:10.1037/edu0000079 · Cited by 557
Jacob, R., & Parkinson, J. (2015) · Review of Educational Research · doi:10.3102/0034654314561338 · Cited by 538
Metadata
- Authors
- Fuchs, L. S., Compton, D. L., Fuchs, D., Paulsen, K., Bryant, J. D., & Hamlett, C. L.
- Venue
- Journal of Educational Psychology
- Published
- 2005-08
- Volume
- 97
- Issue
- 3
- Pages
- 493-513
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2001172548
- Cited by
- 593
- References
- 73
- FWCI
- 16.54
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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