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  • Marcia A. Barnes

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Improving the Academic Performance of First-Grade Students with Reading and Math Difficulty
Description: 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.
Investigators: Lynn S. Fuchs, Douglas Fuchs, Sonya K. Sterba, Marcia A. Barnes
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Embedding Working Memory Training within Math Problem Solving
Description: Information for the broader "Embedding Working Memory Training within Math Problem Solving" project is described below.
Investigators: Lynn S. Fuchs, Douglas Fuchs, Sonya K. Sterba, Marcia A. Barnes, Pamela M. Seethaler, Paul Changas
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Comorbid Word Reading and Math Computation Difficulty at Start of First Grade
Part of Project: Improving the Academic Performance of First-Grade Students with Reading and Math Difficulty
Description: This data set includes teacher identification (nesting) variable, reading and math scores, cognitive scores, and demographics .
Investigators: Lynn S. Fuchs, Carol Hamlett, Douglas Fuchs, Eunsoo Cho, Marcia A. Barnes, Tuire Koponen, Daniel R. Espinas
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Follow-Along Classmates Working , Memory, Math, and Demographics at Pre and Post
Part of Project: Embedding Working Memory Training within Math Problem Solving
Description: 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.
Investigators: Lynn S. Fuchs, Douglas Fuchs, Sonya K. Sterba, Marcia A. Barnes, Pamela M. Seethaler, Paul Changas
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Working Memory Training and Math Students with MD at Pre Post Delayed Post
Part of Project: Embedding Working Memory Training within Math Problem Solving
Description: 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.
Investigators: Lynn S. Fuchs, Douglas Fuchs, Sonya K. Sterba, Marcia A. Barnes, Pamela M. Seethaler, Paul Changas
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Content Type

  • Dataset (3)
  • Project (2)

Constructs

  • Arithmetic (2)
  • Calculation (2)
  • Cognitive Ability (2)
  • Executive Function [EF] (2)
  • Math (2)
  • Number Problems (2)
  • Shema (2)
  • Word Problems (2)
  • Working Memory (2)

Assessments

  • Automated Working Memory Assessment (AWMA) (2)
  • Story Problems (2)
  • Wechsler Abbreviated Scale of Intelligence [WASI] (2)
  • Working Memory Test Battery for Children (2)
  • Odd-One Out (1)

Participant Type

  • Children (3)

Special Populations

  • Math Disabilities [MD][MLD] (1)

Educational Environments

  • Public School (1)

Project Methods

  • Randomized Control Trial (1)

Developmental Designs

  • Control Group (1)
  • Longitudinal (1)

Persons

  • [x] Marcia A. Barnes (5)
  • Douglas Fuchs (8)
  • Lynn S. Fuchs (8)
  • Sonya K. Sterba (7)
  • Pamela M. Seethaler (6)
  • BrittanyLee N. Martin (3)
  • Jeannette Mancilla-Martinez (3)
  • Laurie E. Cutting (3)
  • Paul Changas (3)
  • Jessica Logan (2)
  • A. Busra Ceviren (1)
  • Ally Hayward (1)
  • Carol Hamlett (1)
  • Daniel R. Espinas (1)
  • Eunsoo Cho (1)
  • Lexi Swanz (1)
  • Michael Assel (1)
  • Michael Mesa (1)
  • Tricia Zucker (1)
  • Tuire Koponen (1)
  • Yoonkyung Oh (1)

Organizations

  • [x] Vanderbilt University (5)
  • Metropolitan-Nashville Public Schools (5)
  • Juniper Gardens Children's Project (1)
  • Project EAGLE Community Programs (1)
  • University of Kansas (1)
  • Vanderbilt University (1)

This repository is a collaboration between the FSU Department of Psychology, the Florida Center for Reading Research, and the FSU Libraries. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institutes of Health.

On March 25, 2025, the NIH requested that we post this text: "This repository is under review for potential modification in compliance with Administration directives."

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