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Social Sciences and Humanities

D-Index
75
Citations
25538
World Ranking
537
National Ranking
256

Overview

Russell Gersten is affiliated with the University of Oregon in the United States. Their research spans several fields, primarily within social sciences, mathematics, and psychology. Within these fields, Gersten focuses on specialized subfields such as education, statistics and probability, developmental and educational psychology, general health professions, and psychiatry and mental health.

The scientist's work concentrates on topics that include cognitive and developmental aspects of mathematical skills, mathematics education and teaching techniques, education methods and practices, reading and literacy development, attention deficit hyperactivity disorder, behavioral and psychological studies, and evaluation and performance assessment.

Gersten has contributed to multiple peer-reviewed journals with research addressing educational effectiveness and interventions. Some recent publications include:

  • Meta-Analysis of the Impact of Reading Interventions for Students in the Primary Grades, 2020, Journal of Research on Educational Effectiveness
  • Evaluating the Collaborative Strategic Reading Intervention: An Overview of Randomized Controlled Trial Options, 2020, Scholarworks (University of Massachusetts Amherst)
  • Improving Struggling Fifth-Grade Students' Understanding of Fractions: A Randomized Controlled Trial of an Intervention That Stresses Both Concepts and Procedures, 2021, Exceptional Children
  • Exploring an Early Numeracy Screening Measure for English Learners in Primary Grades, 2022, Early Childhood Research Quarterly
  • Effects of a Mathematics Teacher Professional Development Program on Grades 3-5 Student Achievement, 2024, The Elementary School Journal

Gersten frequently collaborates with a core group of co-authors, including:

  • Joseph Dimino
  • Madhavi Jayanthi
  • Robin F. Schumacher
  • Kelly Haymond
  • Rebecca Newman-Gonchar

The scientist commonly publishes in venues such as Learning Disabilities Research and Practice, The Elementary School Journal, Journal of Research on Educational Effectiveness, Exceptional Children, and Scholarworks (University of Massachusetts Amherst).

Best Publications

  • Research in Special Education: Scientific Methods and Evidence-Based Practices

    Samuel L. Odom;Ellen Brantlinger;Russell Gersten;Robert H. Horner

  • Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research

    Russell Gersten;Lynn S. Fuchs;Joanna P. Williams;Scott Baker

  • Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education:

    Russell Gersten;Lynn S. Fuchs;Donald Compton;Michael Coyne

  • Early Identification and Interventions for Students With Mathematics Difficulties

    Russell Gersten;Nancy C. Jordan;Jonathan R. Flojo

  • Mathematics Instruction for Students With Learning Disabilities: A Meta-Analysis of Instructional Components

    Russell Gersten;David J. Chard;Madhavi Jayanthi;Scott K. Baker

  • Working in Special Education: Factors that Enhance Special Educators' Intent to Stay:

    Russell Gersten;Thomas Keating;Paul Yovanoff;Mark K. Harniss

  • Number Sense Rethinking Arithmetic Instruction for Students with Mathematical Disabilities

    Russell Gersten;David Chard

  • Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools. NCEE 2009-4060.

    Russell Gersten;Sybilla Beckmann;Benjamin Clarke;Anne Foegen

  • The Underlying Message in LD Intervention Research: Findings from Research Syntheses

    Sharon Vaughn;Russell Gersten;David J. Chard

  • What We Know about Effective Instructional Practices for English-Language Learners

    Russell Gersten;Scott Baker

  • A Synthesis of Empirical Research on Teaching Mathematics to Low- Achieving Students.

    Scott Baker;Russell Gersten;Dae-Sik Lee

  • RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again)

    Russell Gersten;Joseph A. Dimino

  • Teaching Expressive Writing to Students with Learning Disabilities: A Meta-Analysis

    Russell Gersten;Scott Baker

  • Effective Literacy and English Language Instruction for English Learners in the Elementary Grades. IES Practice Guide. NCEE 2007-4011.

    Russell Gersten;Scott K. Baker;Timothy Shanahan;Sylvia Linan-Thompson

  • What We Know About Using Research Findings Implications for Improving Special Education Practice

    Russell Gersten;Sharon Vaughn;Donald Deshler;Ellen Schiller

  • A Follow-up of Follow Through: The Later Effects of the Direct Instruction Model on Children in Fifth and Sixth Grades:

    Wesley C. Becker;Russell Gersten

  • Developmental predictors of fraction concepts and procedures

    Nancy C. Jordan;Nicole Hansen;Lynn S. Fuchs;Robert S. Siegler

  • Factors Enhancing Sustained Use of Research-Based Instructional Practices

    Russell Gersten;David Chard;Scott Baker

  • Improving At-Risk Learners' Understanding of Fractions

    Lynn S. Fuchs;Robin F. Schumacher;Jessica Long;Jessica M. Namkung

  • Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000.

    Rekha Balu;Pei Zhu;Fred Doolittle;Ellen Schiller

  • Assisting students struggling with mathematics: Response to intervention (RtI) for elementary and middle schools.

    Russell Gersten;Sybilla Beckmann;Benjamin Clarke;Anne Foegen

Frequent Co-Authors

Scott K. Baker
Scott K. Baker Southern Methodist University
Douglas Carnine
Douglas Carnine University of Oregon
Nancy C. Jordan
Nancy C. Jordan University of Delaware
Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Robert S. Siegler
Robert S. Siegler Columbia University
Sharon Vaughn
Sharon Vaughn The University of Texas at Austin
David J. Chard
David J. Chard Southern Methodist University
Carol L. Hamlett
Carol L. Hamlett Vanderbilt University
Joseph R. Jenkins
Joseph R. Jenkins University of Washington
David O. Scanlon
David O. Scanlon University College London

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