The Taxonomy of Intervention Intensity von Fuchs, Lynn S., Fuchs, Douglas, Malone, Amelia S.

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Can Teaching Fractions Improve Teachers' Fraction Understanding? Insights from a Causal-Comparative Study von Fuchs, Lynn S., Malone, Amelia S.

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Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction von Fuchs, Lynn S., Malone, Amelia S., Preacher, Kristopher J., Cho, Eunsoo, Fuchs, Douglas, Changas, Paul

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Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students von Malone, Amelia S., Fuchs, Lynn S.

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Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials von Fuchs, Lynn S., Malone, Amelia S., Schumacher, Robin F., Namkung, Jessica, Wang, Amber

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Supported Self-Explaining During Fraction Intervention von Fuchs, Lynn S., Malone, Amelia S., Schumacher, Robin F., Namkung, Jessica, Hamlett, Carol L., Jordan, Nancy C., Siegler, Robert S., Gersten, Russell, Changas, Paul

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Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade von Fuchs, Lynn S., Wang, Amber Y., Preacher, Kristopher J., Malone, Amelia S., Fuchs, Douglas, Pachmayr, Rachel

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ERROR PATTERNS WITH FRACTION CALCULATIONS AT FOURTH GRADE AS A FUNCTION OF STUDENTS’ MATHEMATICS ACHIEVEMENT STATUS von Schumacher, Robin F., Malone, Amelia S.

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Child-Level Predictors of Responsiveness to Evidence-Based Mathematics Intervention von Powell, Sarah R., Cirino, Paul T., Malone, Amelia S.

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EFFECTS OF INTERVENTION TO IMPROVE AT-RISK FOURTH GRADERS’ UNDERSTANDING, CALCULATIONS, AND WORD PROBLEMS WITH FRACTIONS von Fuchs, Lynn S., Schumacher, Robin F., Long, Jessica, Namkung, Jessica, Malone, Amelia S., Wang, Amber, Hamlett, Carol L., Jordan, Nancy C., Siegler, Robert S., Changas, Paul

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The role of domain-general cognitive abilities and decimal labels in at-risk fourth-grade students' decimal magnitude understanding von Malone, Amelia S., Loehr, Abbey M., Fuchs, Lynn S.

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The Taxonomy of Intervention Intensity von Fuchs, Lynn S., Fuchs, Douglas, Malone, Amelia S.

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Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students? von Fuchs, Lynn S., Sterba, Sonya K., Fuchs, Douglas, Malone, Amelia S.

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Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement von Malone, Amelia S., Fuchs, Lynn S.

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Can Teaching Fractions Improve Teachers’ Fraction Understanding? von Fuchs, Lynn S., Malone, Amelia S.

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Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance? von Malone, Amelia S., Fuchs, Lynn S., Sterba, Sonya K., Fuchs, Douglas, Foreman-Murray, Lindsay

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Comparing the Contribution of Teacher versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement von Malone, Amelia S, Fuchs, Lynn S

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Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions von Fuchs, Lynn S, Schumacher, Robin F, Long, Jessica, Namkung, Jessica, Malone, Amelia S, Wang, Amber, Hamlett, Carol L, Jordan, Nancy C, Siegler, Robert S, Changas, Paul

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Can Teaching Fractions Improve Teachers' Fraction Understanding? Insights from a Causal-Comparative Study von Fuchs, Lynn S, Malone, Amelia S

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Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction von Fuchs, Lynn S, Malone, Amelia S, Preacher, Kristopher J, Cho, Eunsoo, Fuchs, Douglas, Changas, Paul

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