Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability.
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Interventions to improve mathematical performance for children with mathematical learning difficulties (MLD)Which Instructional Practices Most Help First Grade Students with and without Mathematics Difficulties?Remediating Computational Deficits at Third Grade: A Randomized Field Trial.Effects of Mathematics Anxiety and Mathematical Metacognition on Word Problem Solving in Children with and without Mathematical Learning DifficultiesReading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-lagged Panel Design and Population-based Sample.Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty.A longitudinal study on predictors of early calculation development among young children at risk for learning difficultiesRemediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?Factors That Influence Improvement in Numeracy, Reading, and Comprehension in the Context of a Numeracy Intervention.Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.Native and novel language prosodic sensitivity in English-speaking children with and without dyslexia.Role of cognitive theory in the study of learning disability in mathematics.At the intersection of math and reading disabilities: introduction to the special issue.Five-year growth trajectories of kindergarten children with learning difficulties in mathematics.Fractions Learning in Children With Mathematics Difficulties.Problem representation and mathematical problem solving of students of varying math ability.Can we predict mathematical learning disabilities from symbolic and non-symbolic comparison tasks in kindergarten? Findings from a longitudinal study.Prevalence of combined reading and arithmetic disabilities.The Effects of Schema-Based Instruction on the Proportional Thinking of Students With Mathematics Difficulties With and Without Reading Difficulties.Reading-enhanced word problem solving: a theoretical modelPrimary school text comprehension predicts mathematical word problem-solving skills in secondary schoolThe association between mathematical word problems and reading comprehension
P2860
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P2860
Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability.
description
2004 nî lūn-bûn
@nan
2004年の論文
@ja
2004年学术文章
@wuu
2004年学术文章
@zh
2004年学术文章
@zh-cn
2004年学术文章
@zh-hans
2004年学术文章
@zh-my
2004年学术文章
@zh-sg
2004年學術文章
@yue
2004年學術文章
@zh-hant
name
Responsiveness to mathematical ...... ut risk of reading disability.
@en
Responsiveness to mathematical ...... ut risk of reading disability.
@nl
type
label
Responsiveness to mathematical ...... ut risk of reading disability.
@en
Responsiveness to mathematical ...... ut risk of reading disability.
@nl
prefLabel
Responsiveness to mathematical ...... ut risk of reading disability.
@en
Responsiveness to mathematical ...... ut risk of reading disability.
@nl
P2093
P2860
P1476
Responsiveness to mathematical ...... ut risk of reading disability.
@en
P2093
Douglas Fuchs
Karin Prentice
Lynn S Fuchs
P2860
P304
P356
10.1177/00222194040370040201
P577
2004-07-01T00:00:00Z