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

Volumn 100, Issue 3, 2008, Pages 491-509

  Fuchs, Lynn S ^a   Fuchs, Douglas ^a   Craddock, Caitlin ^a   Hollenbeck, Kurstin N ^a   Hamlett, Carol L ^a   Schatschneider, Christopher ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b FLORIDA STATE UNIVERSITY   (United States)

Author keywords

mathematics; mathematics disability; mathematics instruction

Indexed keywords

EID: 50849107896     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.100.3.491     Document Type: Article

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