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Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?. Journal of educational psychology, 100(3), 491.
Fuchs, Lynn S., et al. "Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?." Journal of educational psychology 100.3 (2008): 491.
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LS Fuchs, D Fuchs, C Craddock… - Journal of …, 2008 - psycnet.apa.org

Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?.

classroom instruction

Fuchs, Fuchs

GSID: agT4fjaOZGgJ

Excerpt

This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (…

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