Office & Hours
Office: SZB 408K
Courses of Instruction
EDC 370E: Elementary Mathematics Methods
SED 372 Assessment of Individuals with Mild/Moderate Disabilities
SED 383 Instructional Adaptations II
The University of Texas at Austin
Department of Special Education
1 University Station Stop D5300
Austin, TX 78712
UT Mail Code: D5300
Sarah R. Powell is an Assistant Professor in the Department of Special Education. After teaching kindergarten, Sarah worked at Vanderbilt University as a project coordinator of grants related to word-problem solving and computation for elementary students. Sarah’s dissertation focused on providing instruction about the equal sign (=) to students with mathematics difficulty. Her dissertation won awards from the Division for Learning Disabilities of the Council for Exceptional Children and the Council for Learning Disabilities. Sarah also won the Early Career Publication Award from the Division for Research of the Council for Exceptional Children. Sarah’s research interests include developing and testing interventions for students with mathematics difficulties. She is especially interested in peer tutoring, word-problem solving, and the role of symbols for understanding mathematics. During two years as an Assistant Professor at the University of Virginia, Sarah designed and implemented randomized-control trials related to nonsymbolic understanding of mathematics, manipulative use, and explicit mathematics vocabulary instruction for students with mathematics difficulties.
Ph.D. Vanderbilt University
M.Ed. Vanderbilt University
B.A. Centre College
Driver, M. K., & Powell, S. R. (in press). Symbolic and nonsymbolic equivalence tasks: The influence of symbols on students with mathematics difficulty. Learning Disabilities Research and Practice.
Lemons, C. J., Powell, S. R., King, S. A., & Davidson, K. (in press). Mathematics interventions for children and adolescents with Down syndrome: A research synthesis. Journal of Intellectual Disability Research. doi:10.1111/jir.12188
Powell, S. R. & Driver, M. K. (in press). The influence of mathematics vocabulary instruction embedded within addition tutoring for first-grade students with mathematics difficulty. Learning Disability Quarterly.
Powell, S. R., Driver, M. K., & Julian, T. E. (in press). The effect of tutoring with nonstandard equations on the mathematics performance of second-grade students with mathematics difficulty. Journal of Learning Disabilities. doi:10.1177/0022219413512613
Powell, S. R., Fuchs, L. S., Cirino, P. T., Fuchs, D., Compton, D. L., & Changas, P. C. (in press). Effects of a multi-tier support system on calculation, word-problem, and pre-algebraic learning among at-risk learners. Exceptional Children.
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 and 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 Disability Quarterly, 35, 3-9. doi:10.1177/0731948711428773
Powell, S. R. (2011). Solving word problems using schemas: A review of the literature. Learning Disabilities Research and Practice, 26, 94-108.
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Fuchs, D., Hamlett, C. L., Cirino, P. T., & Fletcher, J. M. (2010). A framework for remediating number combination deficits. Exceptional Children, 76, 135-156.
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
- Early Career Publication Award, 2011, Division for Research, Council for Exceptional Children
- Dissertation Award, 2010, Division for Learning Disabilities, Council for Exceptional Children
- Outstanding Researcher Award, 2009 (i.e., Dissertation Award), Council for Learning Disabilities
- Robert Gaylord-Ross Award for Excellence in Scholarly Writing, 2009, Department of Special Education, Vanderbilt University
- Dick Shores Teacher Education Award, 2009, Department of Special Education, Vanderbilt University
Current Research Projects and Grants
2015-2019, Institute of Education Sciences, Goal 3: Developing connections between word problems and mathematical equations to promote word-problem performance among students with mathematics difficulty.
2014-2016, National Academy of Education/Spencer Postdoctoral Fellowship: Understanding the influence of math symbols and vocabulary on math performance.
2014-2017, Greater Texas Foundation Faculty Fellowship: Investigating the effects of algebra and rational numbers performance on post-secondary preparation, access, and persistence for students with and without mathematics difficulty.
Mathematics tutoring for children ages 5 to 10 with Down syndrome
Assessment of mathematics writing (4th grade)