{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,7,6]],"date-time":"2026-07-06T20:45:51Z","timestamp":1783370751074,"version":"3.54.6"},"reference-count":30,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2004,7,1]],"date-time":"2004-07-01T00:00:00Z","timestamp":1088640000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2004,7]]},"abstract":"<jats:p>This study assessed responsiveness to a 16-week mathematical problem-solving treatment as a function of students' risk for disability. Among 301 third graders, TerraNova scores were used to categorize students as at risk for both reading and mathematics disability (MDR\/RDR; 20 control and 12 experimental), at risk for mathematics disability only (MDR-only; 5 and 8), at risk for reading disability only (RDR-only; 12 and 15), or not at risk (NDR; 60 and 69). Interactions among at-risk status, treatment, and time showed that as a function of treatment, MDR\/RDR, MDR-only, and RDR-only students improved less than NDR students on computation and labeling, and MDR\/RDR students improved less than all other groups on conceptual underpinnings. Exploratory regressions suggested that MDR\/RDR students' math deficits or their underlying mechanisms explained a greater proportion of variance in responsiveness to problem-solving treatment than reading deficits or their underlying mechanisms.<\/jats:p>","DOI":"10.1177\/00222194040370040201","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"293-306","source":"Crossref","is-referenced-by-count":112,"title":["Responsiveness to Mathematical Problem-Solving Instruction"],"prefix":"10.1177","volume":"37","author":[{"given":"Lynn S.","family":"Fuchs","sequence":"first","affiliation":[{"name":"Kennedy Center Program of Research on Learning Accommodations at Vanderbilt University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Douglas","family":"Fuchs","sequence":"additional","affiliation":[{"name":"Kennedy Center Program of Research on Learning Accommodations at Vanderbilt University"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Karin","family":"Prentice","sequence":"additional","affiliation":[{"name":"Department of Special Education at Vanderbilt University"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2004,7,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.1080\/87565649509540625"},{"key":"atypb2","unstructured":"Badian, N.A. 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(1992). Assessing the thinking curriculum: New tools for educational reform. In B. R. Gifford & M. C. O'Connor (Eds.), Changing assessments: Alternative views of aptitude, achievement, and instruction (pp. 37\u201475). 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