Enhancing Kindergartners' Mathematical Development: Effects of Peer-Assisted Learning Strategies.
Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy (2001). Elementary School Journal, v101 n5 p495-510. Retrieved from: https://eric.ed.gov/?id=EJ631443
Teaching Math to Young Children
Review Details
Reviewed: November 2013
Teaching Math to Young Children Practice Guide- Randomized Controlled Trial
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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2% English language learners -
Male: 53% -
Urban
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Race Black 53% Other or unknown 5% White 41%
Peer-Assisted Learning Strategies Intervention Report - Elementary School Mathematics
Review Details
Reviewed: January 2013
- Randomized Controlled Trial
- Does not meet WWC standards because the eligible outcomes do not meet WWC requirements.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Peer-Assisted Learning Strategies.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Urban
Peer-Assisted Learning Strategies Intervention Report - Students with a Specific Learning Disability
Review Details
Reviewed: June 2012
- The study is ineligible for review because it does not use a sample aligned with the protocol.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Please see the WWC summary of evidence for Peer-Assisted Learning Strategies.
Findings
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Study sample characteristics were not reported.Additional Sources
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
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Fuchs, L. S., Fuchs, D., Karns, K., Yazdian, L., & Powell, S. (2001). Creating a strong foundation for mathematics learning with kindergarten peer-assisted learning strategies. Teaching Exceptional Children, 33(3), 84.
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The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
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A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
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Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).