Lynn Fuchs
Associated IES Content
Minutes of Meeting: June 16, 2014
NBES meeting minutes on June 16, 2014
FY2022
FY2022 Single-Session Peer Review Panel
Grant
Classwide Fraction Intervention With Peer-Assisted Learning Strategies to Support Learning Acceleration
The purpose of this project is to adapt, evaluate, and prepare to scale CFI+PALS, a product for fifth grade students that combines Classwide Fraction Intervention (CFI) with Math Peer-Assisted Learning Strategies (PALS). COVID-19 learning loss has impacted students in high-poverty elementary schools, particularly in math. To accelerate math learning, teachers in these schools need innovative, evidence-based methods that incorporate a dual focus on grade-level content and content from earlier...
Federal funding program:
Award number:
R305N220008
FY2021
FY2021 Single-Session Peer Review Panel
FY2018
FY2018 Single-Session Peer Review Panel
Grant
Embedding Working Memory Training within Math Problem Solving Intervention
The research team tested the efficacy of a fully developed intervention intended for elementary school students who need to support with their mathematics problem solving (MPS) skills. The field’s major approach to intervention for students with or at risk for mathematics difficulty (MD) is structured skills instruction, which is designed to compensate for student limitations in the cognitive resources associated with academic performance. Despite the efficacy of this approach, approxi...
Federal funding program:
Award number:
R305A150200
Grant
Center on Standards, Alignment, Instruction and Learning (C-SAIL)
The Research and Development Center on Standards, Alignment, Instruction, and Learning (C-SAIL) will examine the implementation of college- and career-ready standards in 5 states, assess how they are related to student outcomes in 50 states, and test an intervention that supports standards-aligned instruction in 5 states. C-SAIL's launch occurs at a time when states and districts across the country are engaged in a variety of initiatives aimed at implementing college- and career-ready standa...
Federal funding program:
Award number:
R305C150007
Grant
Arithmetical and Cognitive Antecedents and Concomitants of Algebraic Skill
Algebra is a prerequisite for access in science, technology, engineering, and mathematics. Yet many high school students do not take or are unable to complete a course in algebra, and few high school students are proficient at multi-step problem solving and algebra. In order to provide a basis for improving students' preparation for this essential skill, it is important that we identify the arithmetical or other cognitive factors that either limit or facilitate algebraic problem solving. How...
Federal funding program:
Award number:
R305A110067
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
Grant
National Research and Development Center on Improving Mathematics Instruction for Students with Mathematics Difficulties
The purpose of the National Center on Mathematics Instruction for Students with Mathematics Difficulties is to increase knowledge of how children acquire and fail to acquire an understanding of rational numbers (i.e., fractions) and how children with math difficulties can be taught to understand and operate fluently with rational numbers. The new center will conduct exploratory research including both small-scale experimental and longitudinal studies to examine the cognitive processes, such ...
Federal funding program:
Award number:
R324C100004
Grant
Predictors and Subtypes of Reading Disabilities: Implications for Instruction of 'Late Emergers'
Comprehension of text requires the coordination of a complex set of skills. At a minimum, children need to be able to decode printed words on a page and comprehend spoken language in order to read with understanding. One goal of this exploratory research is to determine whether these two skill sets - word-level skills and linguistic comprehension - are independent of each other. A second goal is to understand how development in these two skill domains may be related to reading problems.
Federal funding program:
Award number:
R305A100034
FY2009 IES Peer Reviewers
FY2009 IES Research Peer Review Panel
Grant
Dynamic Assessment to Predict First Graders' Mathematics Development
The aim of this project was to develop a dynamic assessment for early mathematics. One major purpose of educational assessment is screening, which is the practice of predicting which students are likely to perform poorly in school. With accurate screening, students at risk of poor outcomes can be identified to receive intervention early. Most commonly, screening is accomplished using traditional static tests, where examinees respond without examiner assistance. However, static tests reveal o...
Federal funding program:
Award number:
R324A090039
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
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