Sarah R Powell

Datos Biográficos

ID5757994
NOMBRESarah R Powell
NOMBRESSarah R
APELLIDOPowell
FIRMAPOWELL S R
AFILIACIONESThe University of Texas at Austin
ORCID0000-0002-6424-6160
VERIFICADOSí
TOTAL DE OBRAS27
TOTAL DE CITAS14
OBRAS COMO AUTOR27
OBRAS COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2012
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H2

  • Moving Beyond the Page

    Open AccessMackenna Vander Tuin, Sarah R Powell et al.ARTICLETEACHING Exceptional Children2026

  • Inquiry‐Based Science Instruction for Students With Disabilities

    Open AccessSarah Emily Wilson, William J Therrien et al.ARTICLEScience Education2026

    Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real‐world problems and understand current events, and it strengthens critical thinking, problem‐solving, and complex communication skills. The purpose of this systematic review and meta‐analysis was to evaluate extant literature on inquiry‐based science interventions for SWD in service of developing scientific practi…

  • A Meta-Analysis of Mathematics Fact Fluency Interventions for Students With Mathematics Difficulties (MD)

    Open AccessGrace P Douglas, Jonte A Myers et al.ARTICLEJournal of Learning Disabilities2026

    Mathematics fact fluency is essential for proficiency in advanced topics, such as algebra. However, many students in the United States, including those in elementary and secondary grades, experience mathematics difficulties (MD) and struggle to develop fluency with mathematics facts. We synthesized findings from 35 group-design studies, reporting 178 effect sizes (ESs), conducted between 1975 and June 2024, to evaluate the efficacy of fact fluenc…

  • A Synthesis of Mathematics Interventions for High School Students With Mathematics Difficulties

    Open AccessS Blair Payne, Sarah R Powell et al.ARTICLEJournal of Learning Disabilities2026

    High school mathematics can have a direct impact on the academic, health, and financial outcomes of students. To understand how to better support students experiencing mathematics difficulty (MD) in Grades 9, 10, 11, and 12 (i.e., high school), we conducted a synthesis of 21 studies in which author teams investigated the efficacy of a mathematics intervention across a total sample of 197 students. Overall, 15 studies demonstrated positive outcome…

  • Identifying Word‐Problem Difficulty

    Open AccessAlison M Hardy, J E Miller et al.ARTICLEPsychology in the Schools2025

    Students encounter hundreds of word problems throughout the elementary grades and on standardized assessments through high school. To demonstrate proficiency on these measures of mathematics competency, students must be skilled in solving word problems. Early detection of word‐problem difficulty is essential, and screeners play an important role in early detection. There are, however, a limited number of word‐problem screeners and very few nonpro…

  • Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge

    Open AccessXin Lin, Sarah R PowellARTICLEJournal of Learning Disabilities2025

    This study investigated the extent to which domain-general and domain-specific antecedents contributed to pre-algebra’s initial level and growth rate among students who experience word-problem difficulty (WPD). We examined if such a profile differs for English-language learners (ELLs; n = 75) and non-ELLs ( n = 55) with WPD. We assessed 130 U.S. students at the beginning of Grade 3, end of Grade 3, and middle of Grade 4. The latent growth curve a…

  • Considerations for Intensifying Word-Problem Interventions for Students With MD

    Open AccessJonte A Myers, Tessa L Arsenault et al.ARTICLEJournal of Learning Disabilities2025

    Word problem-solving (WPS) poses a significant challenge for many students, particularly those with mathematics difficulties (MD), hindering their overall mathematical development. To improve WPS proficiency, providing individualized and intensive interventions is critical. This umbrella review examined 11 medium- to high-quality meta-analyses to identify intervention and participant characteristics, informed by the Taxonomy of Intervention Inten…

  • Do Mathematics and Reading Skills Impact Student Science Outcomes

    Open AccessChristian T Doabler, Megan Rojo et al.ARTICLEJournal of Learning Disabilities2025

    Establishing validated science programs for students with or at risk for learning disabilities requires testing treatment effects and exploring differential response patterns. This study explored whether students’ initial mathematics and reading skills influenced their treatment response to a whole-class, second-grade science program called Scientific Explorers (Sci2). The original Sci2 study employed a cluster randomized controlled design and in…

  • Language Predictors of Word-Problem Performance Among Third-Grade Students With Mathematics Difficulty

    Open AccessDanielle O Lariviere, Sarah R Powell et al.ARTICLEJournal of Learning Disabilities2025

    We examined how generalized and mathematics-specific language skills predicted the word-problem performance of students with mathematics difficulty. Participants were 325 third-grade students in the southwestern United States who performed at or below the 25th percentile on a word-problem measure. We assessed generalized language skills in word reading, passage comprehension, and vocabulary knowledge. In addition, we measured mathematics-specific…

  • Investigation of the initial feasibility of extended mathematics read-alouds used by kindergarten teachers

    Open AccessSarah R Powell, C Moore et al.ARTICLEFrontiers in Education2024

    Read-alouds provide teachers with an efficacious method for introducing vocabulary and content to young children. In this study, kindergarten teachers were randomly assigned to implement a mathematics-focused extended read-aloud program called TEMPLE (Teaching Early Math by Providing Language Exploration) with kindergarten children ages 5–6 (19 teachers with 169 children) or to a business-as-usual (BaU) condition (17 teachers and 146 children). W…

  • A Synthesis of the Conceptualization and Measurement of Implementation Fidelity in Mathematics Intervention Research

    Open AccessSamantha E Bos, Sarah R Powell et al.ARTICLEJournal of Learning Disabilities2023

    In intervention studies, high rates of implementation fidelity are important markers of a study’s success; however, the definition of implementation fidelity is both complex and dynamic. In this synthesis, we examined the dimensions of implementation fidelity measured and reported in 99 studies in which researchers utilized a mathematics intervention for elementary students (i.e., Grades 1–5). We examined implementation fidelity following recomme…

  • Exploring academic and cognitive skills impacting retention and acquisition of word-problem knowledge gained during or after intervention

    Open AccessXin Lin, Sarah R PowellARTICLEChild Development2023

    In the present study, we investigated the impact of a word-problem intervention in retention and acquisition of knowledge after the intervention ended. We based analyses upon Grade 4 students experiencing mathematics difficulty (average age at pretest = 8.77) who received one of two variants of a word-problem intervention (with [n = 111] vs. without [n = 110] embedded pre-algebraic reasoning instruction) and students within a business-as-usual co…

  • A Systematic Review of Meta-Analyses in Special Education

    Open AccessGena Nelson, Sara Cothren Cook et al.ARTICLERemedial and Special Education2022

    It is crucial that special education teachers are equipped with the knowledge and skills necessary to improve outcomes for students with disabilities. Despite federal legislation and efforts of the field to identify and disseminate evidence-based practices for students with disabilities, it is uncertain whether all special education teachers provide instruction based on the best available research. To better prepare special education teachers, Mc…

  • A Meta-Analysis of Mathematics Word-Problem Solving Interventions for Elementary Students Who Evidence Mathematics Difficulties

    Open AccessJonte A Myers, Bradley S Witzel et al.ARTICLEReview of Educational Research2022

    Since 1975, researchers have conducted interventions to improve the word-problem performance of elementary school students facing mathematics difficulties. The current study reports a meta-analysis of 52 studies that examined the effect of these interventions. We estimated multivariate, random-effects models (REM) with robust variance estimation (RVE) with and without outliers. Results showed a large, positive, and significant mean weighted effec…

  • The Roles of Initial Mathematics, Reading, and Cognitive Skills in Subsequent Mathematics Performance

    Open AccessXin Lin, Sarah R PowellARTICLEReview of Educational Research2022

    In the present meta-analysis, we systematically investigated the relative contributions of students’ initial mathematics, reading, and cognitive skills on subsequent mathematics performance measured at least 3 months later. With one-stage meta-analytic structural equation modeling, we conducted analyses based on 580,437 students from 265 independent samples and 250 studies. Findings suggested fluency in both mathematics and reading, as well as wo…

  • Applying an Individual Word-Problem Intervention to a Small-Group Setting

    Open AccessSarah R Powell, Katherine A Berry et al.ARTICLEJournal of Learning Disabilities2022

    The purpose of this pilot study was to determine whether positive results from a word-problem intervention implemented one-to-one contributed to similar outcomes when implemented in small groups of three to four students. Third-grade students experiencing mathematics difficulty ( N = 76) were randomly assigned to word-problem intervention ( n = 56) or business-as-usual comparison ( n = 20). Intervention occurred for 13 weeks, 3 times per week, 30…

  • Exploring the impacts of linguistics, working memory, age, and gender on the quantity-number competencies model

    Open AccessXin Lin, Sarah R PowellARTICLEEarly Childhood Research Quarterly2022Referencias: 4

  • The Influence of Behavior on Performance Within a Word-Problem Intervention for Students With Mathematics Difficulty

    Open AccessSarah A Benz, Sarah R PowellARTICLERemedial and Special Education2021

    Some elementary students may exhibit challenging externalizing or internalizing behaviors in addition to difficulty with mathematics. In this study, we explored the behavioral patterns of 441 third-grade students with and without mathematics difficulty (MD). Compared with students without MD, students with MD demonstrated higher rates of externalizing and internalizing behaviors. We then randomly assigned 162 third-grade students with MD to recei…

  • Efficacy of a Second-Grade Science Program

    Open AccessChristian T Doabler, William J Therrien et al.ARTICLERemedial and Special Education2021

    This study, which was reviewed through the Registered Report process, examined the initial efficacy of the Scientific Explorers program (Sci2) on second-grade students’ science achievement. Sci2 is grounded in the growing body of empirical research on science instruction, embedding principles of explicit instruction within a guided inquiry-based design framework. Eighteen second-grade classrooms were randomly assigned to treatment or control cond…

  • A Meta-Analysis of Single-Case Research on Word-Problem Instruction for Students With Learning Disabilities

    Open AccessMikyung Shin, Diane Pedrotty Bryant et al.ARTICLERemedial and Special Education2021

    In this meta-analysis of single-case designs, the researchers investigated the effects of word-problem instruction for students with learning disabilities in Grades 1 through 12, as reported in 20 peer-reviewed articles published between 1975 and 2020. A two-level multilevel model with a robust variance estimation method was implemented to calculate the effect sizes. A significant overall effect of word-problem instruction for students with learn…

  • University students' misconceptions about rational numbers

    Open AccessSarah R Powell, Gena NelsonARTICLEPsychology in the Schools2021

    To understand misconceptions with rational numbers (i.e., fractions, decimals, and percentages), we administered an assessment of rational numbers to 331 undergraduate students from a 4‐year university. The assessment included 41 items categorized as measuring foundational understanding, calculations, or word problems. We coded each student's response and identified error patterns for items answered incorrectly. Students attempted foundational un…

  • Educator Perspectives on Data-Based Decision Making in Germany and the United States

    Open AccessStefan Blumenthal, Yvonne Blumenthal et al.ARTICLEJournal of Learning Disabilities2021

    The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries—Germany and the United States. Educators responded to a survey that asked about data use and characteristics related to data-based decision making (DBDM). Results suggest educators in both countries are focused on using data to monitor progress, although less so in Germany. Educators in both …

  • Alternative paths to improved word-problem performance

    Open AccessSarah R Powell, Katherine A Berry et al.ARTICLEJournal of Educational Psychology2021

    The purpose of this study was to explore the paths by which word-problem intervention, with versus without embedded prealgebraic reasoning instruction, improved word-problem performance. Students with mathematics difficulty (MD; n = 304) were randomly assigned to a business-as-usual condition or 1 of 2 variants of word-problem intervention. The prealgebraic reasoning component targeted relational understanding of the equal sign as well as standar…

  • Data-based individualization in mathematics to support middleschool teachers and their students with mathematics learning difficulty

    Open AccessSarah R Powell, Erica S Lembke et al.ARTICLEStudies In Educational Evaluation2021

  • What the hands tell us about mathematical learning

    Amanda Martinez‐Lincoln, Le M Tran et al.ARTICLEGesture2018Citada por: 1Referencias: 13

    Mathematical achievement is an early predictor of students’ academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on st…