**Phone:**+1 512 475 6556

**Email:**srpowell@austin.utexas.edu

**Office:**SZB 408K

Sarah R. Powell is an Associate Professor in the Department of Special Education. Powell is currently Principal Investigator (PI) of a four-year Institute of Education Sciences efficacy grant related to word problems and equation solving for third-grade students with mathematics difficulties. Powell is also PI of a five-year early numeracy and literacy read-alouds project funded by the T.L.L. Temple Foundation, co-PI of a National Science Foundation grant aimed at developing a science intervention for second-grade students with learning difficulties, and co-PI of an Office of Special Education Programs model demonstration grant for middle school algebra readiness. Powell was a National Academy of Education/Spencer Postdoctoral Fellow from 2014 to 2016 and a Faculty Fellow with the Greater Texas Foundation from 2014 to 2017. Powell's research interests include developing and testing interventions for students with mathematics difficulties, with a special emphasis on peer tutoring, word-problem solving, mathematics writing, and the symbols and vocabulary within mathematics.

**Ph.D.**, Vanderbilt University

**M.S.Ed.**, Vanderbilt University

**B.A.**, Centre College

Sarah R. Powell is an Associate Professor in the Department of Special Education. Powell is currently Principal Investigator (PI) of a four-year Institute of Education Sciences efficacy grant related to word problems and equation solving for third-grade students with mathematics difficulties. Powell is also PI of a five-year early numeracy and literacy read-alouds project funded by the T.L.L. Temple Foundation, co-PI of a National Science Foundation grant aimed at developing a science intervention for second-grade students with learning difficulties, and co-PI of an Office of Special Education Programs model demonstration grant for middle school algebra readiness. Powell was a National Academy of Education/Spencer Postdoctoral Fellow from 2014 to 2016 and a Faculty Fellow with the Greater Texas Foundation from 2014 to 2017. Powell's research interests include developing and testing interventions for students with mathematics difficulties, with a special emphasis on peer tutoring, word-problem solving, mathematics writing, and the symbols and vocabulary within mathematics.

**Associate Editor, **Journal of Learning Disabilities(2017 - Present)

**Editorial Review Board, **Journal of Learning Disabilities(2014)

**Editorial Review Board, **Teaching Exceptional Children(2014)

**Associate Editor, **Assessment for Effective Intervention(2013 - 2016)

**Editorial Review Board, **Learning Disabilities Research and Practice(2013)

**Editorial Review Board, **Learning Disability Quarterly(2013)

Nelson, G. & Powell, S. (2018). Computation error analysis: Students with mathematics difficulty compared to typically achieving students. *Assessment for Effective Intervention*, *43*, 144–156. doi:10.1177/1534508417745627.

Powell, S. R.. & Nelson, G.. (2017). An investigation of the mathematics-vocabulary knowledge of first-grade students. *The Elementary School Journal*, *117*, 664–686. doi:10.1086/691604.

Powell, S. R.., Hebert, M. A.., Cohen, J. A.., Casa, T. M.. & Firmender, J. M.. (2017). A synthesis of mathematics writing: Assessments, interventions, and surveys. *Journal of Writing Research*, *8*, 493–526. doi:10.17239/jowr-2017.08.03.04.

Powell, S. R.., Driver, M. K.., Roberts, G.. & Fall, A.-M.. (2017). An analysis of the mathematics vocabulary knowledge of third- and fifth-grade students: Connections to general vocabulary and mathematics computation.. *Learning and Individual Differences*, *57*, 22–32. doi:10.1016/j.lindif.2017.05.011.

Powell, S. R.., Cirino, P. T.. & Malone, A. S.. (2017). Child-level predictors of responsiveness to evidence-based mathematics intervention. *Exceptional Children*, *83*, 359–377. doi:10.1177/0014402917690728.

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.

King, S. A.., Powell, S. R.., Lemons, C. J.. & Davidson, K. A.. (2017). Comparison of mathematics performance of children and adolescents with and without Down syndrome. *Education and Training in Autism and Developmental Disabilities*, *52*, 208–222.

Driver, M. K.. & Powell, S. R.. (2017). Culturally and linguistically responsive schema intervention: Improving word-problem solving for English language learners with mathematics difficulty. *Learning Disability Quarterly*, *40*, 41–53. doi:10.1177/0731948716646730.

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*, 7–17. doi:10.1177/0040059916654901.

Stevens, E. A. & Powell, S. R. (2016). Unpacking word problems for diverse learners: A guide to using schemas. *Childhood Education*, *92*, 86–91. doi:10.1080/00094056.2016.1134253.

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*, 130–141. doi:10.1111/ldrp.12103.

Hebert, M. A. & Powell, S. R. (2016). Examining fourth-grade mathematics writing: Features of organization, mathematics vocabulary, and mathematical representations. *Reading and Writing*, *29*, 1511–1537. doi:10.1007/s11145-016-9649-5.

Powell, S. R. & Nurnberger-Haag, J. (2015). Everybody counts, but usually just to 10! A systematic analysis of number representations in children's books. *Early Education and Development*, *26*, 377–398. doi:10.1080/10409289.2015.994466.

Powell, S. R. & Driver, M. K. (2015). The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. *Learning Disability Quarterly*, *38*, 221–233. doi:10.1177/0731948714564574.

Powell, S. R. (2015). The influence of symbols and equations on understanding mathematical equivalence. *Intervention in School and Clinic*, *50*, 266–272. doi:10.1177/0731948714564574.

Powell, S. R. (2015). Connecting evidence-based practice with implementation opportunities in special education mathematics preparation. *Intervention in School and Clinic*, *51*, 90–96. doi:10.1177/1053451215579269.

Powell, S. R., Driver, M. K. & Julian, T. E. (2015). The effect of tutoring with nonstandard equations on the mathematics performance of second-grade students with mathematics difficulty. *Journal of Learning Disabilities*, *48*, 523–534. doi:10.1177/0022219413512613.

Powell, S. R., Fuchs, L. S., Cirino, P. T., Fuchs, D., Compton, D. L. & Changas, P. C.. (2015). Effects of a multi-tier support system on calculation, word-problem, and pre-algebraic learning among at-risk learners. *Exceptional Children*, *81*, 443–470. doi:10.1177/0014402914563702.

Powell, S. R. & Fuchs, L. S. (2015). Intensive intervention in mathematics. *Learning Disabilities Research and Practice*, *30*, 182–192. doi:10.1111/ldrp.12087.

Lemons, C. J., Powell, S. R., King, S. A. & Davidson, K. (2015). Mathematics interventions for children and adolescents with Down syndrome: A research synthesis. *Journal of Intellectual Disability Research*, *59*, 767–783. doi:10.1111/jir.12188.

Cirino, P. T.., Fuchs, L. S.., Elias, J.., Powell, S. R.. & Schumacher, R. F.. (2015). Cognitive and mathematical profiles for different forms of learning disabilities. *Journal of Learning Disabilities*, *48*, 156–175. doi:10.1177/0022219413494239.

Powell, S. R. & Stecker, P. M. (2014). Using data-based individualization to intensify mathematics intervention for students with disabilities. *Teaching Exceptional Children*, *46*(4), 31–37. doi:10.1177/0040059914523735.

Powell, S. R., Fuchs, L. S. & Fuchs, D. (2013). Reaching the mountaintop: Addressing the Common Core Standards in mathematics for students with mathematics difficulties. *Learning Disabilities Research & Practice*, *28*, 38–48. doi:10.1111/ldrp.12001.

Powell, S. R. (2012). Equations and the equal sign in elementary mathematics textbooks. *The Elementary School Journal*, *112*, 627–648. doi:10.1086/665009.

Powell, S. R. (2012). High-stakes testing for students with mathematics difficulty: Response format effects in mathematics problem solving. *Learning Disabilities Quarterly*, *35*, 3–9. doi:10.1177/0731948711428773.

Powell, S. (2011). Solving word problems using schemas: A review of the literature. *Learning Disabilities Research & Practice*, *26*, 94–108.

Powell, S. R. & Fuchs, L. S. (2010). Contribution of equal-sign instruction beyond word-problem tutoring for third-grade students with mathematics difficulty. *Journal of Educational Psychology*, *102*, 381–394. doi:10.1037/a0018447.

Powell, S. R., Fuchs, L. S. & Fuchs, D. (2010). Embedding number combinations practice within word-problem tutoring. *Intervention in School and Clinic*, *46*, 22–30. doi:10.1177/1053451210369516.

**Developing connections between word problems and mathematical equations to promote word-problem performance among students with mathematics difficulty.**

This is an Institute of Education Sciences Goal 3 efficacy trial in which we determining the role of algebraic reasoning within word-problem solving for third-grade students with learning difficulties.

**Understanding the influence of math symbols and vocabulary on math performance**

With this National Academy of Education/Spencer Postdoctoral Fellowship, I am exploring the mathematics vocabulary and symbol knowledge of students in the elementary and middle school grades.

**Investigating the effects of algebra and rational numbers performance on post-secondary preparation, access, and persistence for students with and without mathematics difficulty**

With this three-year Greater Texas Foundation Faculty Fellowship, I am investigating the connections between college algebra and rational number understanding.

**Interactive read-alouds for prekindergarten and kindergarten to improve literacy and numeracy skills**

The primary purpose of this 5-year project is to develop interactive read-aloud resources for educators and caregivers that are empirically derived and improve valued outcomes related to mathematics, language, and reading. We work with educators in preschool and early-elementary settings and the caregivers of the children who receive educational services in such settings. We design interactive read-aloud materials focused on helping educators and caregivers capitalize on the rich array of early-numeracy and literacy trade books available in libraries, classroom collections, or in the home.

**Project STAIR: Supporting teaching of algebra: Individual readiness**

This is an Office of Special Education Programs (OSEP) model demonstration grant funded from 2018-2019. In collaboration with the University of Missouri and Southern Methodist University, we will work with middle school teachers of students with learning difficulties to increase algebra readiness.

**Distinguished Early Career Research Award**, Division for Research, Council for Exceptional Children (2018)

**Samuel A. Kirk Award, Best Practitioner Article**, Division for Learning Disabilities, Council for Exceptional Children (2016)

**Early Career Publication Award**, Council for Exceptional Children, Division for Research (2011)

**Dissertation Award**, Council for Exception Children, Division for Learning Disabilities (2010)

**Outstanding Researcher Award**, Council for Learning Disabilities (2009)

**Robert Gaylord-Ross Award for Excellence in Scholarly Writing**, Vanderbilt University, Department of Special Education (2009)

**Dick Shores Teacher Education Award**, Vanderbilt University, Department of Special Education (2009)

**Xin Lin** *(Supervisor)*

Xin Lin is currently a doctoral student in the Department of Special Education at University of Texas, Austin. Her research interests are cognitive mechanisms underlying mathematics learning difficulties and vocabulary within mathematics.

Year | Semester | Course |
---|---|---|

2018 | Fall | EDC 370E: 5-Mathematics-F |

2018 | Spring | SED 383: 11- Intrvntns: Math Disablts |

2017 | Fall | EDC 370E: 5-Mathematics-F |

2017 | Summer | SED f393: 5-Appld Rsch In Sed/Rehab Coun |

2017 | Spring | SED 383: 11- Intrvntns: Math Disablts |

2017 | Spring | SED 395D: 3-Sem In Learning Disabilities |

2016 | Fall | EDC 370E: 5-Mathematics-F |

2016 | Fall | SED 383: 7-Assessment In Special Educ |

2016 | Spring | SED 383: 9-Instructional Adaptations II |

2015 | Fall | EDC 370E: 5-Mathematics-F |

2015 | Spring | SED 383: 9-Instructional Adaptations II |

2014 | Fall | EDC 370E: 5-Mathematics-F |

2014 | Spring | SED 383: 9-Instructional Adaptations II |

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