Victoria M Sanchez
Biographic Data
| ID | 9510265 |
|---|---|
| NAME | Victoria M Sanchez |
| GIVEN NAMES | Victoria M |
| FAMILY NAME | Sanchez |
| SIGNATURE | SÁNCHEZ V M |
| AFFILIATIONS | University of California, Riverside |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence
This study investigated the effects of rational number instruction using the concrete-representational-abstract integrated sequence (CRA-I). At a public elementary school in the southeastern United States, researchers recruited students who demonstrated deficits in rational number knowledge and skills. They matched student pairs based on benchmark mathematics scores and randomly assigned members of each pair to conditions. The researchers taught …
Improving Academic Vocabulary for Adolescent Students With Disabilities
Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O’Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O’Connor et al.’s study; CHAAOS lessons were taught to 33 sixth graders who received special education services for disabilities in English/Language Arts classes. Researcher-designed vocabulary…
Systematic CHAAOS
In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the…
No prominent works on this page.
Systematic CHAAOS
In this multi-year study, we taught English/Language Arts teachers of students with learning disabilities in middle school to incorporate 15 min of daily vocabulary activities with students in their intact special education English/Language Arts classes. During Year 1, teachers taught 48 words to their sixth grade students, who learned and retained the words significantly better than the students in business-as-usual (BAU) control classes. In the…
Improving Academic Vocabulary for Adolescent Students With Disabilities
Creating Habits That Accelerate the Academic Language of Students (CHAAOS) is a vocabulary intervention developed by O’Connor et al. to improve the academic vocabulary of middle school students with disabilities. This study was designed as a replication of O’Connor et al.’s study; CHAAOS lessons were taught to 33 sixth graders who received special education services for disabilities in English/Language Arts classes. Researcher-designed vocabulary…
Teaching rational number concepts to fifth graders using the concrete-representational-abstract-integrated sequence
This study investigated the effects of rational number instruction using the concrete-representational-abstract integrated sequence (CRA-I). At a public elementary school in the southeastern United States, researchers recruited students who demonstrated deficits in rational number knowledge and skills. They matched student pairs based on benchmark mathematics scores and randomly assigned members of each pair to conditions. The researchers taught …
Mathematics education (3 works) · Computer Science (2 works) · Developmental psychology (2 works) · Language arts (2 works) · Learning disability (2 works) · Linguistics (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Special education (2 works) · Vocabulary (2 works)