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The Taxonomy of Intervention Intensity

Teaching exceptional children, 2017-09, Vol.50 (1), p.35-43

2017

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Can Teaching Fractions Improve Teachers' Fraction Understanding?: Insights from a Causal-Comparative Study

The Elementary school journal, 2021-06, Vol.121 (4), p.656-673

2021

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Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction

Exceptional children, 2023-04, Vol.89 (3), p.332-352

2023

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Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students

Journal of learning disabilities, 2017-05, Vol.50 (3), p.337-352

2017

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Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

Journal of learning disabilities, 2017-11, Vol.50 (6), p.631-639

2017

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Supported Self-Explaining During Fraction Intervention

Journal of educational psychology, 2016-05, Vol.108 (4), p.493-508

2016

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Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade

Exceptional children, 2021-01, Vol.87 (2), p.163-182

2021

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ERROR PATTERNS WITH FRACTION CALCULATIONS AT FOURTH GRADE AS A FUNCTION OF STUDENTS’ MATHEMATICS ACHIEVEMENT STATUS

The Elementary school journal, 2017-09, Vol.118 (1), p.105-127

2017

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Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention

Exceptional children, 2017-07, Vol.83 (4), p.359-377

2017

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EFFECTS OF INTERVENTION TO IMPROVE AT-RISK FOURTH GRADERS’ UNDERSTANDING, CALCULATIONS, AND WORD PROBLEMS WITH FRACTIONS

The Elementary school journal, 2016-06, Vol.116 (4), p.625-651

2016

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The role of domain-general cognitive abilities and decimal labels in at-risk fourth-grade students' decimal magnitude understanding

Learning and individual differences, 2017-08, Vol.58, p.90-96

2017

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The Taxonomy of Intervention Intensity

Teaching exceptional children, 2018-03, Vol.50 (4), p.194-202

2018

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Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?

Journal of research on educational effectiveness, 2016-10, Vol.9 (4), p.662-677

2016

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Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement

Remedial and special education, 2014-11, Vol.35 (6), p.378-386

2014

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Can Teaching Fractions Improve Teachers’ Fraction Understanding?

The Elementary school journal, 2021-06, Vol.121 (4), p.656-673

2021

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Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?

Contemporary educational psychology, 2019-10, Vol.59, p.101782, Article 101782

2019

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Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement

Remedial and special education, 2014, Vol.35 (6), p.378

2014

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Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions

The Elementary school journal, 2016-06, Vol.116 (4), p.625

2016

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Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

Malone, Amelia S

2014

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The Role of Cognitive Processes in Treating Mathematics Learning Difficulties☆☆This research was supported by 2 R01 HD053714 from the Eunice Kennedy Shriver National Institute of Child Health & Human Development to Vanderbilt University and by Grant R324C100004 from the Institute of Education Sciences in the U.S. Department of Education to the University of Delaware with a subcontract to Vanderbilt University. The content is solely the responsibility of the authors and does not necessarily repre

Mathematical Cognition and Learning (Print), 2019, Vol.5, p.295-320

2019

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Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2

Handbook of Response to Intervention, 2016, p.309-328

2016

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A Research-Validated Program for Improving At-Risk Students’ Fraction Magnitude Understanding, Word-Problem Solving, and Explanations

Interventions in Learning Disabilities, 2016, Vol.13, p.207-225

2016

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Intervention to Improve Arithmetic, Word-Problem, and Fraction Performance in Students with Mathematics Disabilities

Handbook of Special Education, 2017, p.558-570

2, 2017

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I Think They're Trying to Tell Me Something: Advice Sources and Selection for Digital Security

2016 IEEE Symposium on Security and Privacy (SP), 2016, p.272-288

2016

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Antimicrobial Prophylaxis in Trauma Patients

The Journal of surgical research, 2024-10, Vol.302, p.398-402

2024

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The Taxonomy of Intervention Intensity

Can Teaching Fractions Improve Teachers' Fraction Understanding?: Insights from a Causal-Comparative Study

Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction

Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students

Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

Supported Self-Explaining During Fraction Intervention

Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade

ERROR PATTERNS WITH FRACTION CALCULATIONS AT FOURTH GRADE AS A FUNCTION OF STUDENTS’ MATHEMATICS ACHIEVEMENT STATUS

Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention

EFFECTS OF INTERVENTION TO IMPROVE AT-RISK FOURTH GRADERS’ UNDERSTANDING, CALCULATIONS, AND WORD PROBLEMS WITH FRACTIONS

The role of domain-general cognitive abilities and decimal labels in at-risk fourth-grade students' decimal magnitude understanding

The Taxonomy of Intervention Intensity

Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?

Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement

Can Teaching Fractions Improve Teachers’ Fraction Understanding?

Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?

Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement

Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions

Error Patterns in Ordering Fractions among At-Risk Fourth-Grade Students

Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2

A Research-Validated Program for Improving At-Risk Students’ Fraction Magnitude Understanding, Word-Problem Solving, and Explanations

Intervention to Improve Arithmetic, Word-Problem, and Fraction Performance in Students with Mathematics Disabilities

I Think They're Trying to Tell Me Something: Advice Sources and Selection for Digital Security

Antimicrobial Prophylaxis in Trauma Patients

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