Effects of first-grade number knowledge tutoring with contrasting forms of practice

Journal of Educational Psychology

Volumn 105, Issue 1, 2013, Pages 58-77

  Fuchs, Lynn S ^a   Geary, David C ^b   Compton, Donald L ^a   Fuchs, Douglas ^a   Schatschneider, Christopher ^c   Hamlett, Carol L ^a   DeSelms, Jacqueline ^a   Seethaler, Pamela M ^a   Wilson, Julie ^a   Craddock, Caitlin F ^a   Bryant, Joan D ^a   Luther, Kurstin ^a   Changas, Paul ^d  

^a VANDERBILT UNIVERSITY   (United States)

^b UNIVERSITY OF MISSOURI   (United States)

^c FLORIDA STATE UNIVERSITY   (United States)

^d Metropolitan Nashville Public Schools ^*  (United States)

Author keywords

Arithmetic; Fluency; Mathematics; Practice; Word problems

Indexed keywords

EID: 84877867601     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0030127     Document Type: Article

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