Search Results - "Hamlett, Carol L."

Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge by Fuchs, Lynn S., Compton, Donald L., Fuchs, Douglas, Powell, Sarah R., Schumacher, Robin F., Hamlett, Carol L., Vernier, Emily, Namkung, Jessica M., Vukovic, Rose K.

“…The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to…”
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The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study by Fuchs, Lynn S., Zumeta, Rebecca O., Schumacher, Robin Finelli, Powell, Sarah R., Seethaler, Pamela M., Hamlett, Carol L., Fuchs, Douglas

“…The purpose of this study was to assess the effects of schema-broadening instruction (SBI) on second graders' word-problem-solving skills and their ability to…”
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Explicitly Teaching for Transfer: Effects on Third-Grade Students' Mathematical Problem Solving by Fuchs, Lynn S, Fuchs, Douglas, Prentice, Karin, Burch, Mindy, Hamlett, Carol L, Owen, Rhoda, Hosp, Michelle, Jancek, Deborah

“…The purpose of this study was to assess the effects of explicitly teaching for transfer by (a) broadening the categories by which students group problems…”
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Improving At-Risk Learners' Understanding of Fractions by Fuchs, Lynn S., Schumacher, Robin F., Long, Jessica, Namkung, Jessica, Hamlett, Carol L., Cirino, Paul T., Jordan, Nancy C., Siegler, Robert, Gersten, Russell, Changas, Paul

“…The purposes of this study were to investigate the effects of an intervention designed to improve at-risk 4th graders' understanding of fractions and to…”
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Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports by Fuchs, Lynn S., Fuchs, Douglas, Hamlett, Carol L., Stecker, Pamela M.

“…The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required…”
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Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different? by Fuchs, Lynn S., Geary, David C., Fuchs, Douglas, Compton, Donald L., Hamlett, Carol L.

“…Children (n = 747; 6.5 years) were assessed on domain-general processes and mathematics and reading-related competencies (start of first grade), addition…”
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Do Different Types of School Mathematics Development Depend on Different Constellations of Numerical Versus General Cognitive Abilities? by Fuchs, Lynn S., Geary, David C., Compton, Donald L., Fuchs, Douglas, Hamlett, Carol L., Seethaler, Pamela M., Bryant, Joan D., Schatschneider, Christopher

“…The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining…”
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Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction by Fuchs, Lynn S., Schumacher, Robin F., Sterba, Sonya K., Long, Jessica, Namkung, Jessica, Malone, Amelia, Hamlett, Carol L., Jordan, Nancy C., Gersten, Russell, Siegler, Robert S., Changas, Paul

“…This study investigated whether individual differences in working memory (WM) moderate effects of 2 variations of intervention designed to improve at-risk 4th…”
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Is Word-Problem Solving a Form of Text Comprehension? by Fuchs, Lynn S., Fuchs, Douglas, Compton, Donald L., Hamlett, Carol L., Wang, Amber Y.

“…This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory,…”
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The Contributions of Numerosity and Domain-General Abilities to School Readiness by Fuchs, Lynn S., Geary, David C., Compton, Donald L., Fuchs, Douglas, Hamlett, Carol L., Bryant, Joan D.

“…Contributions of domain-general and domain-specific numerical competencies were assessed on first graders' number combination skill (NC) and word-problem skill…”
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Supported Self-Explaining During Fraction Intervention by Fuchs, Lynn S., Malone, Amelia S., Schumacher, Robin F., Namkung, Jessica, Hamlett, Carol L., Jordan, Nancy C., Siegler, Robert S., Gersten, Russell, Changas, Paul

“…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…”
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Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? by Fuchs, Lynn S, Fuchs, Douglas, Stuebing, Karla, Fletcher, Jack M, Hamlett, Carol L, Lambert, Warren

“…The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders ( n =…”
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Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice by Fuchs, Lynn S., Geary, David C., Compton, Donald L., Fuchs, Douglas, Schatschneider, Christopher, Hamlett, Carol L., DeSelms, Jacqueline, Seethaler, Pamela M., Wilson, Julie, Craddock, Caitlin F., Bryant, Joan D., Luther, Kurstin, Changas, Paul

“…The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times…”
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The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving Versus Prealgebraic Knowledge by Fuchs, Lynn S., Gilbert, Jennifer K., Powell, Sarah R., Cirino, Paul T., Fuchs, Douglas, Hamlett, Carol L., Seethaler, Pamela M., Tolar, Tammy D.

“…The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the…”
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Does Calculation or Word-Problem Instruction Provide a Stronger Route to Prealgebraic Knowledge? by Fuchs, Lynn S., Powell, Sarah R., Cirino, Paul T., Schumacher, Robin F., Marrin, Sarah, Hamlett, Carol L., Fuchs, Douglas, Compton, Donald L., Changas, Paul C.

“…The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and prealgebraic knowledge. We…”
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Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill by Fuchs, Lynn S, Geary, David C, Fuchs, Douglas, Compton, Donald L, Hamlett, Carol L

“…This study investigated contributions of general cognitive abilities and foundational mathematical competencies to numeration understanding (i.e., base-10…”
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Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability by Tolar, Tammy D., Fuchs, Lynn, Fletcher, Jack M., Fuchs, Douglas, Hamlett, Carol L.

“…Three cohorts of third-grade students (N = 813) were evaluated on achievement, cognitive abilities, and behavioral attention according to contrasting research…”
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The Prevention, Identification, and Cognitive Determinants of Math Difficulty by Fuchs, Lynn S, Compton, Donald L, Fuchs, Douglas, Paulsen, Kimberly, Bryant, Joan D, Hamlett, Carol L

“…This study examined the efficacy of preventive 1st-grade tutoring in mathematics, estimated the prevalence and severity of mathematics disability, and explored…”
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Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial by Fuchs, Lynn S, Powell, Sarah R, Seethaler, Pamela M, Cirino, Paul T, Fletcher, Jack M, Fuchs, Douglas, Hamlett, Carol L, Zumeta, Rebecca O

“…The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is…”
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Effects of Small-Group Tutoring With and Without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One? by Fuchs, Lynn S, Fuchs, Douglas, Craddock, Caitlin, Hollenbeck, Kurstin N, Hamlett, Carol L, Schatschneider, Christopher

“…This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying…”
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