Effects of first-grade number knowledge tutoring with contrasting forms of practice by Lynn S. Fuchs and others 2026-10-24
View more
Primary publication: doi.org/10.1037/a0030127
Primary text, publisher or institutional record: pmc.ncbi.nlm.nih.gov/articles/PMC3779611/
Relevant evidence: Sixteen-week randomized tutoring; shared number-knowledge component, contrasting five-minute practice components.
Read the full article