Cognitive predictors of calculations and number line estimation with whole numbers and fractions among at-risk students.

Jessica M. Namkung; Lynn S. Fuchs

doi:10.1037/edu0000055

Cognitive predictors of calculations and number line estimation with whole numbers and fractions among at-risk students.

Journal of Educational Psychology ◽

10.1037/edu0000055 ◽

2016 ◽

Vol 108 (2) ◽

pp. 214-228 ◽

Cited By ~ 24

Author(s):

Jessica M. Namkung ◽

Lynn S. Fuchs

Keyword(s):

At Risk ◽

At Risk Students ◽

Number Line ◽

Whole Numbers ◽

Cognitive Predictors ◽

Number Line Estimation

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A Fraction Sense Intervention for Sixth Graders With or At Risk for Mathematics Difficulties

Remedial and Special Education ◽

10.1177/0741932518807139 ◽

2018 ◽

Vol 41 (4) ◽

pp. 244-254 ◽

Cited By ~ 2

Author(s):

Nancy I. Dyson ◽

Nancy C. Jordan ◽

Jessica Rodrigues ◽

Christina Barbieri ◽

Luke Rinne

Keyword(s):

At Risk ◽

Intervention Group ◽

Deep Understanding ◽

Sixth Graders ◽

Number Line ◽

Control Group ◽

General Measure ◽

Mathematics Difficulties ◽

Number Line Estimation ◽

Meaningful Context

The efficacy of a research-based fraction sense intervention for sixth graders with or at risk for mathematics difficulties ( N = 52) was examined. The intervention aimed to build understanding of fraction magnitudes on the number line. Key concepts were taught with a narrow range of denominators to develop deep understanding. The intervention was centered on a visual number line in the meaningful context of a color run race. Students were randomly assigned to the fraction sense intervention ( n = 25) or a business-as-usual control group ( n = 27). Students in the intervention condition received 21 lessons in small groups (45 min each) during their regular mathematics intervention period. Students in the intervention group performed significantly better than those in the control group on a measure of fraction number line estimation and a more general measure of fraction concepts, both at immediate posttest and delayed posttest, with large effect sizes; lesser effects were shown for fraction arithmetic.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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