Extending Responsiveness-to-Intervention to Math Problem-Solving at Third Grade

Fuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Hope, Susan; Hollenbeck, Kurstin N.; Capizzi, Andrea M.; Craddock, Caitlin F.; Brothers, Rebecca L.

doi:10.1177/004005990603800409

Cited by 7 publications

(3 citation statements)

References 3 publications

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“…At the same time that we introduce the mountain as a framework for working on the Common Core with struggling students, we are cautious what the Common Core will mean for students with MD. Our mountain analogy comes from prior work, before the era of the Common Core, for students with MD in which interventions were developed to address less challenging grade-level standards, concurrent with practice on foundational skills (e.g., Fuchs et al, 2005). Future work needs to investigate whether this approach is a viable option for teachers and students in the context of the Common Core.…”

Section: Concerns About the Common Core For Students With MDmentioning

confidence: 99%

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Powell

Fuchs

2013

Learn Disabil Res Pract

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The Common Core State Standards provide teachers with a framework of necessary mathematics skills across grades K‐12, which vary considerably from previous mathematics standards. In this article, we discuss concerns about the implications of the Common Core for students with mathematics difficulties (MD), given that students with MD, by definition, struggle with mathematical skills. We suggest that instruction centered on the Common Core will be challenging and may lead to problematic outcomes for this population. We propose that working on foundational skills related to the Common Core standards is a necessary component of mathematics instruction for students with MD, and we provide teachers with a framework for working on foundational skills concurrent with the Common Core standards. We caution, however, that implementation of the Common Core is in its infancy, and the implications of the Common Core for students with MD need to be monitored carefully.

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Section: Concerns About the Common Core For Students With MDmentioning

confidence: 99%

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Powell

Fuchs

2013

Learn Disabil Res Pract

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“…A third study by Fuchs et al (2012) examined stages of mathematical development and further supported the direct relationship of non-verbal reasoning and oral language to prealgebraic knowledge. This analysis, with the results of previous studies, demonstrated the impact of reading comprehension on mathematical achievement (Fuchs et al, 2005(Fuchs et al, , 2006a(Fuchs et al, , 2006b(Fuchs et al, , 2012. These findings were consistent with other studies linking working memory, phonological processing, and arithmetic skills (De Smedt et al, 2010;Durand et al, 2005;Hecht et al, 2001).…”

Section: Cognitive Correlation Between Reading Comprehension and Succ...supporting

confidence: 91%

The Impact of Reading Intervention on Student Achievement in Mathematics

Farnsworth

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With high stakes testing in public schools, pressure for success prompts schools to implement intervention programs for reading and mathematics, often at the expense of extra-curricular and elective activities. Previous literature indicated a correlation between reading comprehension and mathematical understanding. This study examined the specific intervention programs being utilized by two rural Texas school districts and the impact these programs had on student mathematic scores as measured by the State of Texas Assessment of Academic Readiness (STAAR). STAAR scores and student Response to Intervention (RtI) status were collected and identified over a five-year period for students Grades 3-7. Difference in scores for RtI and non-RtI and growth over time were examined using independent sample t-tests and one-way ANOVAs, respectively. Contrary to previous research, no significant impact was found on student math scores as a result of the reading enrichment programs utilized by the districts in the study. Results suggest current reading enrichment programs may not be the most effective for closing the achievement gap in mathematics and emphasized a need for further research to identify specific reading enrichment programs that could impact both reading and mathematics scores to increase both efficacy and efficiency of district intervention programs.

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“…By that point, RTI advocates note, the student may be too far behind to catch up. RTI models are currently in place for reading (e.g., Denton, Vaughn, & Fletcher, 2003;Vaughn, Linan-Thompson, & Hickman, 2003) and are emerging in the area of mathematics (Fuchs et al, 2005). Noting that most of the evidence related to RTI focuses on younger children, Vaughn and Fuchs (2003) stated that "a response-to-instruction model at the later grades not only depends on the development and testing of procedures for implementation it also requires conceptual analysis to determine its tenability later in the course of academic development" (p. 142).…”

Section: Alternative Modelsmentioning

confidence: 99%

The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities

Madaus

Shaw

2006

Learning Disabilities Research & Practice

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The newly reauthorized Individuals with Disabilities Education Act of 2004 contains several significant changes that will directly impact students with learning disabilities (LD) who are preparing for transition to postsecondary education. These modifications include transition planning, reevaluations, new criteria for the diagnosis of LD, and the summary of performance requirement. This article presents an overview of pertinent changes in each of these key areas, as well as discussion of how these modifications will impact students in transition. Recommendations are offered for secondary and postsecondary personnel regarding these changes.

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Extending Responsiveness-to-Intervention to Math Problem-Solving at Third Grade

Cited by 7 publications

References 3 publications

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

The Impact of Reading Intervention on Student Achievement in Mathematics

The Impact of the IDEA 2004 on Transition to College for Students with Learning Disabilities

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