Robin F. Schumacher

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All published works
Action Title Year Authors
+ Identifying Key Instructional Practices in Rational Number Interventions: A Systematic Review and Meta-Analysis 2024 Sarah Krowka
Madhavi Jayanthi
Robin F. Schumacher
Russell Gersten
Kelly Haymond
Rebecca Newman-Gonchar
+ Using worked examples to promote explanations of fractions concepts: A formative pilot study 2024 Amber Y. Wang
Robin F. Schumacher
Barbara Dougherty
Samantha Wavell
Joseph Dimino
Russell Gersten
+ Improving Struggling Fifth-Grade Students’ Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures 2021 Madhavi Jayanthi
Russell Gersten
Robin F. Schumacher
Joseph Dimino
Keith Smolkowski
Samantha Spallone
+ Replication Data for: A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics 2021 Robin F. Schumacher
Sarah Krowka
Kelly Haymond
Rebecca Newman-Gonchar
Russell Gersten
+ Professional Learning Community: Improving Mathematical Problem Solving for Students in Grades 4 through 8. Facilitator's Guide. REL 2019-002. 2019 Robin F. Schumacher
Mary Jo Taylor
Barbara Dougherty
+ Using the Number Line to Promote Understanding of Fractions for Struggling Fifth Graders: A Formative Pilot Study 2018 Robin F. Schumacher
Madhavi Jayanthi
Russell Gersten
Joseph Dimino
Samantha Spallone
Kelly Haymond
+ Impact of a Tier 2 Fractions Intervention on Fifth-Grade Students' Fractions Achievement: A Technical Report. 2018 Madhav Jayanthi
Russell Gersten
Samantha Spallone
Joseph Dimino
Robin F. Schumacher
Keith Smolkowski
Karen S. Karp
Kelly Haymond
+ PDF Chat Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students’ Mathematics Achievement Status 2017 Robin F. Schumacher
Amelia S. Malone
+ Examining Implementation of Intensive Intervention in Mathematics 2017 Robin F. Schumacher
Rebecca Zumeta Edmonds
Sarah Arden
+ Error Patterns with Fraction Calculations at Fourth Grade as a Function of Students' Mathematics Achievement Status. 2017 Robin F. Schumacher
Amelia S. Malone
+ Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials 2016 Lynn S. Fuchs
Amelia S. Malone
Robin F. Schumacher
Jessica M. Namkung
Amber Wang
+ Life on the Number Line: Routes to Understanding Fraction Magnitude for Students With Difficulties Learning Mathematics 2016 Russell Gersten
Robin F. Schumacher
Nancy C. Jordan
+ Effects of Intervention to Improve At-Risk Fourth Graders' Understanding, Calculations, and Word Problems with Fractions. 2016 Lynn S. Fuchs
Robin F. Schumacher
Jessica M. Long
Jessica M. Namkung
Amelia S. Malone
Amber Wang
Carol L. Hamlett
Nancy C. Jordan
Robert S. Siegler
Paul Changas
+ Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions 2016 Lynn S. Fuchs
Robin F. Schumacher
Jessica M. Long
Jessica M. Namkung
Amelia S. Malone
Amber Wang
Carol L. Hamlett
Nancy C. Jordan
Robert S. Siegler
Paul Changas
+ Fraction Intervention for Students with Mathematics Difficulties: Lessons Learned from Five Randomized Control Trials. 2016 Lynn S. Fuchs
Amelia S. Malone
Robin F. Schumacher
Jessica M. Namkung
Amber Wang
+ Supported self-explaining during fraction intervention. 2015 Lynn S. Fuchs
Amelia S. Malone
Robin F. Schumacher
Jessica M. Namkung
Carol L. Hamlett
Nancy C. Jordan
Robert S. Siegler
Russell Gersten
Paul Changas
+ Supported Self-Explaining during Fraction Intervention. 2015 Lynn S. Fuchs
Amelia S. Malone
Robin F. Schumacher
Jessica M. Namkung
Carol L. Hamlett
Nancy C. Jordan
Robert S. Siegler
Russell Gersten
Paul Changas
+ Inclusion Versus Specialized Intervention for Very-Low-Performing Students 2015 Lynn S. Fuchs
Douglas Fuchs
Donald L. Compton
Joseph H. Wehby
Robin F. Schumacher
Russell Gersten
Nancy C. Jordan
+ PDF Chat Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge? 2014 Lynn S. Fuchs
Sarah R. Powell
Paul T. Cirino
Robin F. Schumacher
Sarah Marrin
Carol L. Hamlett
Douglas Fuchs
Donald L. Compton
Paul Changas
+ Does Working Memory Moderate the Effects of Fraction Intervention? An Aptitude-Treatment Interaction. 2014 Lynn S. Fuchs
Robin F. Schumacher
Sonya K. Sterba
Jessica M. Long
Jessica M. Namkung
Amelia S. Malone
Carol L. Hamlett
Nancy C. Jordan
Russell Gersten
Robert S. Siegler
+ Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction. 2013 Lynn S. Fuchs
Robin F. Schumacher
Sonya K. Sterba
Jessica M. Long
Jessica M. Namkung
Amelia S. Malone
Carol L. Hamlett
Nancy C. Jordan
Russell Gersten
Robert S. Siegler
+ PDF Chat Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties 2013 Paul T. Cirino
Lynn S. Fuchs
John T. Elias
Sarah R. Powell
Robin F. Schumacher
+ Improving at-risk learners’ understanding of fractions. 2013 Lynn S. Fuchs
Robin F. Schumacher
Jessica M. Long
Jessica M. Namkung
Carol L. Hamlett
Paul T. Cirino
Nancy C. Jordan
Robert S. Siegler
Russell Gersten
Paul Changas
+ Improving At-Risk Learners' Understanding of Fractions. 2013 Lynn S. Fuchs
Robin F. Schumacher
Jessica M. Long
Jessica M. Namkung
Carol L. Hamlett
Paul T. Cirino
Robert S. Siegler
Paul Changas
+ PDF Chat Does understanding relational terminology mediate effects of intervention on compare word problems? 2012 Robin F. Schumacher
Lynn S. Fuchs
+ PDF Chat Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge. 2012 Lynn S. Fuchs
Donald L. Compton
Douglas Fuchs
Sarah R. Powell
Robin F. Schumacher
Carol L. Hamlett
Emily Vernier
Jessica M. Namkung
Rose K. Vukovic
+ PDF Chat The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study 2010 Lynn S. Fuchs
Rebecca O. Zumeta
Robin F. Schumacher
Sarah R. Powell
Pamela M. Seethaler
Carol L. Hamlett
Douglas Fuchs
Common Coauthors
Commonly Cited References
Action Title Year Authors # of times referenced
+ Early Predictors of High School Mathematics Achievement 2012 Robert S. Siegler
Greg J. Duncan
Pamela Davis‐Kean
Kathryn Duckworth
Amy Claessens
Mimi Engel
MarĂ­a InĂŠs Susperreguy
Meichu Chen
11
+ An integrated theory of whole number and fractions development 2011 Robert S. Siegler
Clarissa A. Thompson
Michael Schneider
11
+ Developmental predictors of fraction concepts and procedures 2013 Nancy C. Jordan
Nicole Hansen
Lynn S. Fuchs
Robert S. Siegler
Russell Gersten
Deborah Micklos
9
+ Parts and ‘holes’: gaps in rational number sense among children with vs. without mathematical learning disabilities 2008 Michèle M. M. Mazzocco
Kathleen T. Devlin
8
+ Early fraction calculation ability. 1999 Kelly S. Mix
Susan C. Levine
Janellen Huttenlocher
8
+ Sources of individual differences in fraction skills 2003 Steven A. Hecht
Linda Close
Mirtha Santisi
7
+ PDF Chat Remediating number combination and word problem deficits among students with mathematics difficulties: A randomized control trial. 2009 Lynn S. Fuchs
Sarah R. Powell
Pamela M. Seethaler
Paul T. Cirino
Jack Μ. Fletcher
Douglas Fuchs
Carol L. Hamlett
Rebecca O. Zumeta
7
+ Improving at-risk learners’ understanding of fractions. 2013 Lynn S. Fuchs
Robin F. Schumacher
Jessica M. Long
Jessica M. Namkung
Carol L. Hamlett
Paul T. Cirino
Nancy C. Jordan
Robert S. Siegler
Russell Gersten
Paul Changas
7
+ Teaching and Learning Fraction and Rational Numbers: The Origins and Implications of Whole Number Bias 2005 Yujing Ni
Yong‐Di Zhou
7
+ Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction. 2013 Lynn S. Fuchs
Robin F. Schumacher
Sonya K. Sterba
Jessica M. Long
Jessica M. Namkung
Amelia S. Malone
Carol L. Hamlett
Nancy C. Jordan
Russell Gersten
Robert S. Siegler
7
+ PDF Chat Mathematical cognition deficits in children with learning disabilities and persistent low achievement: A five-year prospective study. 2011 David C. Geary
Mary K. Hoard
Lara Nugent
Drew H. Bailey
7
+ Developing conceptual understanding and procedural skill in mathematics: An iterative process. 2001 Bethany Rittle‐Johnson
Robert S. Siegler
Martha W. Alibali
7
+ PDF Chat Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? 2010 Lynn S. Fuchs
David C. Geary
Donald L. Compton
Douglas Fuchs
Carol L. Hamlett
Pamela M. Seethaler
Joan Bryant
Christopher Schatschneider
6
+ Conceptual and procedural knowledge of mathematics: Does one lead to the other? 1999 Bethany Rittle‐Johnson
Martha W. Alibali
6
+ Self‐Regulation and Mathematics Instruction 2007 Marjorie Montague
5
+ Mathematical Thinking in Second-Grade Children with Different Forms of LD 2000 Nancy C. Jordan
Lahoucine Hanich
5
+ PDF Chat The Contributions of Numerosity and Domain‐General Abilities to School Readiness 2010 Lynn S. Fuchs
David C. Geary
Donald L. Compton
Douglas Fuchs
Carol L. Hamlett
Joan Bryant
5
+ Toward an information-processing account of individual differences in fraction skills. 1998 Steven A. Hecht
5
+ Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. 2003 Lynn S. Fuchs
Douglas Fuchs
Karin Prentice
Mindy Burch
Carol L. Hamlett
Rhoda Owen
Michelle K. Hosp
Deborah Jancek
5
+ PDF Chat The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study 2010 Lynn S. Fuchs
Rebecca O. Zumeta
Robin F. Schumacher
Sarah R. Powell
Pamela M. Seethaler
Carol L. Hamlett
Douglas Fuchs
5
+ PDF Chat Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition? 2008 Lynn S. Fuchs
Douglas Fuchs
Karla K. Stuebing
Jack M. Fletcher
Carol L. Hamlett
Warren Lambert
5
+ Supported self-explaining during fraction intervention. 2015 Lynn S. Fuchs
Amelia S. Malone
Robin F. Schumacher
Jessica M. Namkung
Carol L. Hamlett
Nancy C. Jordan
Robert S. Siegler
Russell Gersten
Paul Changas
4
+ PDF Chat Developmental and individual differences in understanding of fractions. 2012 Robert S. Siegler
Aryn Pyke
4
+ PDF Chat Sources of group and individual differences in emerging fraction skills. 2010 Steven A. Hecht
Kevin J. Vagi
4
+ PDF Chat Cognitive Mechanisms Underlying Achievement Deficits in Children With Mathematical Learning Disability 2007 David C. Geary
Mary K. Hoard
Jennifer Byrd‐Craven
Lara Nugent
Chattavee Numtee
4
+ PDF Chat The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities 2011 Donald L. Compton
Lynn S. Fuchs
Douglas Fuchs
Warren Lambert
Carol L. Hamlett
4
+ Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components 2009 Russell Gersten
David J. Chard
Madhavi Jayanthi
Scott Baker
Paul Morphy
Jonathan R. Flojo
4
+ PDF Chat Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction 2009 Asha K. Jitendra
Jon R. Star
Kristin Starosta
Jayne M. Leh
Sheetal Sood
Grace I. L. Caskie
Cheyenne L. Hughes
Toshi R. Mack
4
+ PDF Chat The cognitive predictors of computational skill with whole versus rational numbers: An exploratory study 2011 Pamela M. Seethaler
Lynn S. Fuchs
Jon R. Star
Joan Bryant
4
+ PDF Chat Effects of first-grade number knowledge tutoring with contrasting forms of practice. 2012 Lynn S. Fuchs
David C. Geary
Donald L. Compton
Douglas Fuchs
Christopher Schatschneider
Carol L. Hamlett
Jacqueline DeSelms
Pamela M Seethaler
Julie Wilson
Caitlin Craddock
4
+ Semantic Domains of Rational Numbers and the Acquisition of Fraction Equivalence 2001 Yujing Ni
4
+ Cognitive predictors of calculations and number line estimation with whole numbers and fractions among at-risk students. 2015 Jessica M. Namkung
Lynn S. Fuchs
3
+ PDF Chat Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties 2008 Lynn S. Fuchs
Pamela M. Seethaler
Sarah R. Powell
Douglas Fuchs
Carol L. Hamlett
Jack Μ. Fletcher
3
+ PDF Chat Complexities in identifying and defining mathematics learning disability in the primary school-age years 2003 Michèle M. M. Mazzocco
Gwen F. Myers
3
+ PDF Chat Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge. 2012 Lynn S. Fuchs
Donald L. Compton
Douglas Fuchs
Sarah R. Powell
Robin F. Schumacher
Carol L. Hamlett
Emily Vernier
Jessica M. Namkung
Rose K. Vukovic
3
+ PDF Chat Mathematics and Learning Disabilities 2004 David C. Geary
3
+ PDF Chat Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty. 2010 Sarah R. Powell
Lynn S. Fuchs
3
+ Why Won't You Change Your Mind? Knowledge of Operational Patterns Hinders Learning and Performance on Equations 2005 Nicole M. McNeil
Martha W. Alibali
3
+ PDF Chat An exploratory study contrasting high- and low-achieving students' percent word problem solving 2011 Asha K. Jitendra
Jon R. Star
3
+ PDF Chat The role of understanding in solving word problems 1988 Denise D. Cummins
Walter Kintsch
Kurt Reusser
Rhonda Weimer
3
+ PDF Chat Improving students’ proportional thinking using schema-based instruction 2011 Asha K. Jitendra
Jon R. Star
Michael C. Rodriguez
Mary Lindell
Fumio Someki
3
+ PDF Chat Probing Interactions in Fixed and Multilevel Regression: Inferential and Graphical Techniques 2005 Daniel J. Bauer
Patrick J. Curran
3
+ Developmental Analysis of Understanding Language About Quantities and of Solving Problems 1988 Mary S. Riley
James G. Greeno
3
+ Executive Functioning as a Predictor of Children's Mathematics Ability: Inhibition, Switching, and Working Memory 2001 Rebecca Bull
Gaia Scerif
3
+ Does Understanding the Equal Sign Matter? Evidence from Solving Equations 2006 Eric Knuth
Ana C. Stephens
Nicole M. McNeil
Martha W. Alibali
3
+ The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. 2006 Lynn S. Fuchs
Douglas Fuchs
Donald L. Compton
Sarah R. Powell
Pamela M. Seethaler
Andrea M. Capizzi
Christopher Schatschneider
Jack Μ. Fletcher
3
+ Intensive Intervention in Mathematics 2015 Sarah R. Powell
Lynn S. Fuchs
2
+ Cross-sectional and incremental changes in working memory and mathematical problem solving. 2006 H. Lee Swanson
2
+ PDF Chat Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one? 2008 Lynn S. Fuchs
Douglas Fuchs
Caitlin Craddock
Kurstin N. Hollenbeck
Carol L. Hamlett
Christopher Schatschneider
2
+ PDF Chat Remediating Computational Deficits at Third Grade: A Randomized Field Trial 2008 Lynn S. Fuchs
Sarah R. Powell
Carol L. Hamlett
Douglas Fuchs
Paul T. Cirino
Jack Μ. Fletcher
2