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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

The main purpose of this study was to test the effects of word-problem intervention, with versus without embedded language comprehension instruction, on at-risk 1(st) graders’ word-problem performance. We also isolated the need for a structured approach to word-problem intervention and tested the ef...

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Foilsithe in:J Educ Psychol
Main Authors: Fuchs, Lynn S., Seethaler, Pamela M., Sterba, Sonya K., Craddock, Caitlin, Fuchs, Douglas, Compton, Donald L., Geary, David C., Changas, Paul
Formáid: Artigo
Teanga:Inglês
Foilsithe: 2020
Ábhair:
Rochtain Ar Líne:https://ncbi.nlm.nih.gov/pmc/articles/PMC7989819/
https://ncbi.nlm.nih.gov/pubmed/33776137
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/edu0000467
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