Person: Sonya K. Sterba

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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.

Publication in the Journal of Education Psychology (2022), 2022, Vol. 114, No. 7, 1633–1653.

This document is the codebook for all data associated with the manuscript Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches.

This file contains data associated with "Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches," a publication in the Journal of Education Psychology (2022), 2022, Vol. 114, No. 7, 1633–1653.

This file contains data associated with "Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches", a publication in the Journal of Education Psychology (2022), 2022, Vol. 114, No. 7, 1633–1653.

Project: Embedding Working Memory Training within Math Problem Solving (Uploaded on )

Information for the broader "Embedding Working Memory Training within Math Problem Solving" project is described below.