Research
Powell, S. R., Berry, K. A., Acunto, A. N., Fall, A.-M., & Roberts, G. (in press). Applying an individual word-problem intervention to a small-group setting: A pilot study’s evidence of improved word-problem performance for students experiencing mathematics difficulty. The Journal of Learning Disabilities. https://doi.org/10.1177/00222194211047635
Powell, S. R., Berry, K. A., Fall, A.-M., Roberts, G., Barnes, M. A., Fuchs, L. S., Martinez-Lincoln, A., Forsyth, S. R., Vinsonhaler, R. K., Benz, S. A., Zaparolli, B., & Lin, X. (2021). Does word-problem performance maintain? Follow-up one year after implementation of a word-problem intervention. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2021.1961332
Powell, S. R., Namkung, J. M., & Lin, X. (in press). An investigation of using keywords to solve word problems. The Elementary School Journal.
Powell, S. R., Urrutia, V. Y., Berry, K. A., & Barnes, M. A. (2022). The word-problem solving and explanations of students experiencing mathematics difficulty: A comparison based on dual-language status. Learning Disability Quarterly, 45(1), 6–18. https://doi.org/10.1177/0731948720922198
Benz, S. A., & Powell, S. R. (2021). The influence of behavior on performance within a word-problem intervention for students with mathematics difficulty. Remedial and Special Education, 42(3), 182–192. https://doi.org/10.1177/0741932520923063 (EJ1295309)
Powell, S. R., Berry, K. A., Fall, A.-M., Roberts, G., Fuchs, L. S., & Barnes, M. A. (2021). Alternative paths to improved word-problem performance: An advantage for embedding pre-algebraic reasoning instruction within word-problem intervention. Journal of Educational Psychology, 113(5), 898–910. https://doi.org/10.1037/edu0000513 (EJ1303844)
Martinez-Lincoln, A., Tran, L. M., & Powell, S. R. (2020). What the hands tell us about mathematical learning: A synthesis of gesture use in mathematics instruction. Gesture, 17(3), 374–415. https://doi.org/10.1075/gest.17014.mar (ED603040)
Powell, S. R., Berry, K. A., & Barnes, M. A. (2020). The role of pre-algebraic reasoning with a word-problem intervention for third-grade students with mathematics difficulty. ZDM Mathematics Education, 52(1), 151–163. https://doi.org/10.1007/s11858-019-01093-1 (ED598469/EJ1243933)
Powell, S. R., Berry, K. A., & Benz, S. A. (2020). Analyzing the word-problem performance and strategies of students experiencing mathematics difficulty. Journal of Mathematical Behavior, 58(100759), 1–16. https://doi.org/10.1016/j.jmathb.2020.100759 (ED612587)
Powell, S. R., Berry, K. A., & Tran, L. M. (2020). Performance differences on a measure of mathematics vocabulary for English Learners and non-English Learners with and without mathematics difficulty. Reading and Writing Quarterly: Overcoming Learning Difficulties, 36(2), 124–141. https://doi.org/10.1080/10573569.2019.1677538 (ED604166/EJ1249760)
Powell, S. R., Stevens, E. A., & Berry, K. A. (2019). Effects of a word-problem intervention on word-problem language features for third-grade students with mathematics difficulty. Learning Disabilities: A Multidisciplinary Journal, 24(2), 1–14. https://doi.org/10.18666/LDMJ-2019-V24-I2-9835 (ED598432/EJ1230022)
Nelson, G., & Powell, S. R. (2018). A systematic review of longitudinal studies of mathematics difficulty. Journal of Learning Disabilities, 51(6), 523–539. https://doi.org/10.1177/0022219417714773 (ED578875/EJ1192397)
Powell, S. R., & Fuchs, L. S. (2018). Effective word-problem instruction: Using schemas to facilitate mathematical reasoning. Teaching Exceptional Children, 51(1), 31–42. https://doi.org/10.1177/0040059918777250 (ED587213/EJ1190453)
Stevens, E. A., Rodgers, M. A., & Powell, S. R. (2018). Intensive interventions in mathematics for upper elementary and secondary students: A meta-analysis of research. Remedial and Special Education, 39(6), 327–340. https://doi.org/10.1177/0741932517731887 (EJ1197346)
Powell, S. R., Berry, K. A., Benz, S. A., Forsyth, S. R., & Martinez-Lincoln, A. (2017). Teaching students to understand and solve word problems. Texas Mathematics Teacher, 63(2), 6–12. (ED586406)
Hughes, E. M., Powell, S. R., Lembke, E. S., & Riley-Tillman, T. C. (2016). Taking the guesswork out of locating evidence-based practices for diverse learners. Learning Disabilities Research and Practice, 31(3), 130–141. https://doi.org/10.1111/ldrp.12103 (ED581396/EJ1108480)
Hughes, E. M., Powell, S. R., & Stevens, E. A. (2016). Supporting clear and concise mathematics language: Instead of that, say this. Teaching Exceptional Children, 49(1), 7–17. https://doi.org/10.1177/0040059916654901 (ED581377)
Powell, S. R., & Fuchs, L. S. (2015). Intensive intervention in mathematics. Learning Disabilities Research and Practice, 30(4), 182–192. https://doi.org/10.1111/ldrp.12087 (ED561207)