References: Cumulative Review

Return to Cumulative Review strategy page.


American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning. Retrieved from http://

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Hope, S. K., Hollenbeck, K. N., Capizzi, A. M., ... & Brothers, R. L. (2006). Extending responsiveness-to-intervention to math problem-solving at third grade. Teaching Exceptional Children, 38(4), 59-63.

Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one? Journal of Educational Psychology, 100(3), 491.

Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

Marzano, R. (2014). Art and science of teaching / Review for retention. Educational Leadership, 71(7), 82-83.

Rohrer, D., & Pashler, H. (2010). Recent research on human learning challenges conventional instructional strategies. Educational Researcher, 39(5), 406-412.

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12-19, 39.

Willis, J. (2006). _Research-based strategies to ignite student learning. _Alexandria, VA: ASCD. Chapter 1 retrieved from,_Learning,_and_Test-Taking_Success.aspx