Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction

School Psychology Review

Volumn 39, Issue 1, 2010, Pages 69-83

  Burns, Matthew K ^a   Codding, Robin S ^b   Boice, Christina H ^a   Lukito, G ^b  

^a UNIVERSITY OF MINNESOTA   (United States)

^b UNIVERSITY OF MASSACHUSETTS BOSTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77951088185     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

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