Contributions
This codebook applies to the three datasets associated with this study:
1-Transfer between Reading Comprehension and Problem Solving
2-Classmates - Transfer between Reading Comprehension and Problem Solving
3-Fidelity - Transfer between Reading Comprehension and Problem Solving
This dataset includes the observations to determine the fidelity of implementation of the treatment conditions in the study.
Nesting variables, treatment condition, demographics, pretest and posttest reading and math variables, text-structure knowledge for classmates of second-grade children with comorbid learning difficulty
Nesting variables, treatment condition, demographics, pretest and posttest reading and math variables, text-structure knowledge for second-grade children with comorbid learning difficulty .
The purpose of this Hub was to deepen insight into an understudied and vulnerable subset of students with learning disabilities (LD), students with comorbid difficulty across reading comprehension (RC) and word problem solving (WPS) and whether text structure intervention in one domain transfers
This is the codebook accompanying the dataset Comorbid Word Reading and Math Computation Difficulty at Start of First Grade.
This data set includes teacher identification (nesting) variable, reading and math scores, cognitive scores, and demographics .
This study addresses first-grade students with comorbid difficulty across word reading and calculations. Students with comorbid difficulty are randomly assigned to 4 conditions, a control group, coordinated treatment across reading & math, reading-only treatment, & math-only treatment.
This is the codebook accompanying the dataset Baseline Working Memory as a Moderator of Working Memory Training on Working Memory Outcomes.
This file contains data associated with "Children’s Baseline Working Memory Moderates the Effects of Working Memory Training,” a paper submitted for publication by Lynn Fuchs, Sonya Sterba, Marcia Barnes, and Douglas Fuchs of Vanderbilt University.
