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., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of Educational Psychology, 95(2), 293-305.

Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly, 31(2), 79-92.

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.

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

Thorne, G. (2006). 10 strategies to enhance students' memory. Metarie, LA: Center for Development and Learning.

Tournaki, N. (2003). The differential effects of teaching addition through strategy instruction versus drill and practice to students with and without learning disabilities. Journal of Learning Disabilities, 36(5), 449-458.

Willis, J. (2006). Research-based strategies to ignite student learning. _Alexandria, VA: ASCD. Chapter 1 retrieved from [,Learning,andTest-Taking_Success.aspx]19