Andrea M. Capizzi, Ph.D.
Affiliations: | 2006 | Vanderbilt University, Nashville, TN |
Area:
Tests and Measurements Education, Elementary Education, Educational Psychology Education, Mathematics EducationGoogle:
"Andrea Capizzi"Parents
Sign in to add mentor| Lynn S. Fuchs | grad student | 2006 | Vanderbilt | |
| (Mental efficiency as a measure of schema formation: An investigation in elementary math problem solving.) | ||||
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Publications
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| Fuchs LS, Fuchs D, Capizzi AM. (2017) Identifying Appropriate Test Accommodations for Students With Learning Disabilities Focus On Exceptional Children. 37 |
| Graham S, Capizzi A, Harris KR, et al. (2014) Teaching writing to middle school students: A national survey Reading and Writing. 27: 1015-1042 |
| Lane KL, Capizzi AM, Fisher MH, et al. (2012) Secondary prevention efforts at the middle school level: An application of the behavior education program Education and Treatment of Children. 35: 51-90 |
| Capizzi AM, Wehby JH, Sandmel KN. (2010) Enhancing Mentoring of Teacher Candidates Through Consultative Feedback and Self-Evaluation of Instructional Delivery Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council For Exceptional Children. 33: 191-212 |
| Capizzi AM, Barton-Arwood SM. (2009) Using a Curriculum-Based Measurement Graphic Organizer to Facilitate Collaboration in Reading Intervention in School and Clinic. 45: 14-23 |
| Fuchs LS, Fuchs D, Hamlet CL, et al. (2006) The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities. 39: 467-75 |
| Fuchs LS, Fuchs D, Hamlett CL, et al. (2006) Extending Responsiveness-to-Intervention to Math Problem-Solving at Third Grade Teaching Exceptional Children. 38: 59-63 |
| Fuchs LS, Fuchs D, Compton DL, et al. (2006) The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems Journal of Educational Psychology. 98: 29-43 |
| Capizzi AM, Fuchs LS. (2005) Effects of curriculum-based measurement with and without diagnostic feedback on teacher planning Remedial and Special Education. 26: 159-174 |