| scholarly article | Q13442814 |
| P356 | DOI | 10.1027/1016-9040/A000141 |
| P50 | author | Ulrike Cress | Q18028895 |
| Ursula Fischer | Q59543577 | ||
| Korbinian Moeller | Q90335885 | ||
| Hans-Christoph Nuerk | Q98065864 | ||
| P2860 | cites work | ??? | Q60647943 |
| Meta-analyses involving cross-over trials: methodological issues | Q29620304 | ||
| Mental number line training in children with developmental dyscalculia | Q34162693 | ||
| Dyscalculia: from brain to education | Q34187686 | ||
| A comprehensive meta-analysis of Triple P-Positive Parenting Program using hierarchical linear modeling: effectiveness and moderating variables. | Q34782412 | ||
| Dyslexia: a new synergy between education and cognitive neuroscience | Q34992690 | ||
| Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years | Q35002572 | ||
| Early identification and interventions for students with mathematics difficulties | Q36240620 | ||
| Nonspecific effects in psychoeducational intervention research | Q37480333 | ||
| Sensori-motor spatial training of number magnitude representation. | Q39971339 | ||
| Numerical magnitude representations influence arithmetic learning | Q48325026 | ||
| Meta-analyses of developmental fMRI studies investigating typical and atypical trajectories of number processing and calculation. | Q49044439 | ||
| Numerical performance increased by finger training: a fallacy due to regression toward the mean? | Q51871167 | ||
| Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. | Q51889888 | ||
| The effects of computer-assisted instruction on number combination skill in at-risk first graders. | Q51932665 | ||
| The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities. | Q52086462 | ||
| Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: a pilot study. | Q52086586 | ||
| Educational aspects of mathematics disabilities. | Q52197782 | ||
| Regression to the mean: treatment effect without the intervention. | Q53311733 | ||
| Distribution Theory for Glass's Estimator of Effect size and Related Estimators | Q56016631 | ||
| Effects of the Home Learning Environment and Preschool Center Experience upon Literacy and Numeracy Development in Early Primary School | Q56018221 | ||
| Computer-assisted intervention for children with low numeracy skills | Q56336209 | ||
| A hierarchical regression approach to meta-analysis of diagnostic test accuracy evaluations | Q74545500 | ||
| Playing linear numerical board games promotes low-income children's numerical development | Q81990945 | ||
| Enhancing Arithmetic and Word-Problem Solving Skills Efficiently by Individualized Computer-Assisted Practice | Q99704163 | ||
| The Study of Number Sense: Realistic Activities Integrated into Third-Grade Math Classes in Taiwan | Q99704166 | ||
| Developing math automaticity using a classwide fluency building procedure for middle school students: A preliminary study | Q99705668 | ||
| Meta-Analysis of Mathematic Basic-Fact Fluency Interventions: A Component Analysis | Q99715646 | ||
| Effects of an Adaptive Game Intervention on Accessing Number Sense in Low-Socioeconomic-Status Kindergarten Children | Q99715979 | ||
| Use of a Progress Monitoring System to Enable Teachers to Differentiate Mathematics Instruction | Q99716285 | ||
| Making Connections in Mathematics | Q99718152 | ||
| Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components | Q99724484 | ||
| Experimental Evaluation of the Effects of a Research-Based Preschool Mathematics Curriculum | Q99725022 | ||
| Effects of a Pre-Kindergarten Mathematics Intervention: A Randomized Experiment | Q101113092 | ||
| Fostering Taiwanese preschoolers’ understanding of the addition–subtraction inverse principle | Q101113093 | ||
| Playing linear number board games—but not circular ones—improves low-income preschoolers’ numerical understanding | Q101113101 | ||
| P433 | issue | 2 | |
| P921 | main subject | mathematics education | Q853077 |
| general psychology | Q1361345 | ||
| mathematics intervention | Q98049399 | ||
| P304 | page(s) | 89-113 | |
| P577 | publication date | 2013-01-01 | |
| P1433 | published in | European Psychologist | Q5413048 |
| P1476 | title | Interventions Supporting Children’s Mathematics School Success | |
| P478 | volume | 18 |
| Q24185966 | Interventions to improve mathematical performance for children with mathematical learning difficulties (MLD) | cites work | P2860 |
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