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Description

This article introduces a two-stage framework for the remediation of number combination deficits. The authors summarize the research and use research program studies to illustrate three approaches to remediation. The framework's less intensive stage, implementing one of three intervention approaches hypothesized to be most productive, uses a validated protocol while monitoring student response. The more intensive stage, which is reserved for nonresponders, involves integrating the three intervention approaches within a skill-based diagnostic-prescriptive scheme for individualizing intervention.

Citation

Fuchs, L. S., Powell, S. R., Seethaler, P. M., Fuchs, D., Hamlett, C. L., Cirino, P. T., & Fletcher, J. M. (2009). A framework for remediating number combination deficits. Exceptional Children, 76(2), 135–156.


Related Institute

Published Date

2009

Topic

Mathematics Instruction

Type of Resource

Journal Article/Book Chapter

Audience

General Education Classroom Teacher
Preservice Teacher
Researcher
Technical Assistance Provider

Grade Level

Elementary