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Exploring an early numeracy screening measure for English learners in primary grades

Early childhood research quarterly, 2023, Vol.63, p.278-287

2023

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Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base

Exceptional children, 2012-07, Vol.78 (4), p.423-445

2012

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A Randomized Evaluation of the Safe and Civil Schools Model for Positive Behavioral Interventions and Supports at Elementary Schools in a Large Urban School District

School psychology review, 2013-09, Vol.42 (3), p.317-333

2013

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Early Identification and Interventions for Students With Mathematics Difficulties

Journal of learning disabilities, 2005-07, Vol.38 (4), p.293-304

2005

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Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties

Journal of learning disabilities, 2017-11, Vol.50 (6), p.621-630

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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Fractions Learning in Children With Mathematics Difficulties

Journal of learning disabilities, 2017-11, Vol.50 (6), p.614-620

2017

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FROM THE EDITOR: The Pursuit of Clarity: Thoughts on Writing for Educational Research Journals

The Elementary school journal, 2017-03, Vol.117 (3), p.337-339

Gersten, Russell

2017

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Commentary: The Tyranny of Time and the Reality Principle

New directions for child and adolescent development, 2016-12, Vol.2016 (154), p.113-116

Gersten, Russell

2016

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What We Are Learning About Mathematics Interventions and Conducting Research on Mathematics Interventions

Journal of research on educational effectiveness, 2016-10, Vol.9 (4), p.684-688

Gersten, Russell

2016

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When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

Journal of learning disabilities, 2017-11, Vol.50 (6), p.684-700

2017

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Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools

Journal of learning disabilities, 2017-11, Vol.50 (6), p.724-736

2017

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Improving the Historical Knowledge and Writing of Students With or At Risk for LD

Journal of learning disabilities, 2017-11, Vol.50 (6), p.658-671

2017

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Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics

Journal of learning disabilities, 2017-11, Vol.50 (6), p.655-657

2017

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The Mental Number Line in Dyscalculia: Impaired Number Sense or Access From Symbolic Numbers?

Journal of learning disabilities, 2017-11, Vol.50 (6), p.672-683

2017

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Commentary: The Tyranny of Time and the Reality Principle

New directions for child and adolescent development, 2016 (154), p.113

Gersten, Russell

2016

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Too Much, Too Soon? Unanswered Questions From National Response to Intervention Evaluation

Exceptional children, 2017-04, Vol.83 (3), p.244-254

2017

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Making Space for Spatial Proportions

Journal of learning disabilities, 2017-11, Vol.50 (6), p.644-647

2017

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Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty

Journal of learning disabilities, 2017-11, Vol.50 (6), p.712-723

2017

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From the Editor in Chief: The Two Cultures of Educational Research?

The Elementary school journal, 2013-12, Vol.114 (2), p.139-141

Gersten, Russell

2013

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From the Editor in Chief

The Elementary school journal, 2013-12, Vol.114 (2), p.139-141

Gersten, Russell

2013

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Fraction Sense: Foundational Understandings

Journal of learning disabilities, 2017-11, Vol.50 (6), p.648-650

2017

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Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities

Journal of learning disabilities, 2017-11, Vol.50 (6), p.651-654

2017

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Prevalence of LD From Parental and Professional Perspectives: A Comparison of the Data From the National Survey of Children’s Health and the Office of Special Education Programs’ Reports to Congress

Journal of learning disabilities, 2017-11, Vol.50 (6), p.701-711

2017

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The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who Are at Risk for Mathematics Difficulties

Learning disability quarterly, 2008-05, Vol.31 (2), p.47-63

2008

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Exploring an early numeracy screening measure for English learners in primary grades

Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base

A Randomized Evaluation of the Safe and Civil Schools Model for Positive Behavioral Interventions and Supports at Elementary Schools in a Large Urban School District

Early Identification and Interventions for Students With Mathematics Difficulties

Delaware Longitudinal Study of Fraction Learning: Implications for Helping Children With Mathematics Difficulties

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

Fractions Learning in Children With Mathematics Difficulties

FROM THE EDITOR: The Pursuit of Clarity: Thoughts on Writing for Educational Research Journals

Commentary: The Tyranny of Time and the Reality Principle

What We Are Learning About Mathematics Interventions and Conducting Research on Mathematics Interventions

When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges

Remediation for Students With Mathematics Difficulties: An Intervention Study in Middle Schools

Improving the Historical Knowledge and Writing of Students With or At Risk for LD

Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics

The Mental Number Line in Dyscalculia: Impaired Number Sense or Access From Symbolic Numbers?

Commentary: The Tyranny of Time and the Reality Principle

Too Much, Too Soon? Unanswered Questions From National Response to Intervention Evaluation

Making Space for Spatial Proportions

Predictive Validity of Curriculum-Embedded Measures on Outcomes of Kindergarteners Identified as At Risk for Reading Difficulty

From the Editor in Chief: The Two Cultures of Educational Research?

From the Editor in Chief

Fraction Sense: Foundational Understandings

Why Learning Common Fractions Is Uncommonly Difficult: Unique Challenges Faced by Students With Mathematical Disabilities

Prevalence of LD From Parental and Professional Perspectives: A Comparison of the Data From the National Survey of Children’s Health and the Office of Special Education Programs’ Reports to Congress

The Effects of Tier 2 Intervention on the Mathematics Performance of First-Grade Students Who Are at Risk for Mathematics Difficulties

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