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Intervention for First Graders With Limited Number Knowledge

Russell Gersten, Eric Rolfhus, Ben Clarke, Lauren E. Decker, Chuck Wilkins, Joseph Dimino

American Educational Research Journal, 2015. DOI 10.3102/0002831214565787

Has this study been replicated?

This paper is itself a replication attempt. The study it set out to replicate is listed below.

Study replicated

• The Prevention, Identification, and Cognitive Determinants of Math Difficulty, Fuchs et al. (2005). Journal of Educational Psychology. View paper

Cite this record

Gersten, R., Rolfhus, E., Clarke, B., Decker, L. E., Wilkins, C., & Dimino, J. (2015). Intervention for First Graders With Limited Number Knowledge. American Educational Research Journal, 52(3), 516–546. https://doi.org/10.3102/0002831214565787

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