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Next-generation fraction intervention and the long-term advantage of interleaved instruction
Lynn S. Fuchs, Amelia S. Malone, Kristopher J. Preacher, Eunsoo Cho, Douglas Fuchs, Paul Changas
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 89, Nº. 3, 2023, págs. 332-352
Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches
Lynn S. Fuchs, Douglas Fuchs, Sonya K. Sterba, Marcia Barnes, Pamela M. Seethaler, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 7, 2022, págs. 1633-1653
Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes
Mercedes Spencer, Lynn S. Fuchs, David C. Geary, Douglas Fuchs
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 2, 2022, págs. 273-288
A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading
Douglas Fuchs, Eunsoo Cho, Jessica R. Toste, Lynn S. Fuchs, Jennifer K. Gilbert, Kristen L. McMaster, Ebba Svenson, Anneke Thompson
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 87, Nº. 2, 2021, págs. 141-162
Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade
Lynn S. Fuchs, Amber Y. Wang, Kristopher J. Preacher, Amelia S. Malone, Douglas Fuchs, Rachel Pachmayr
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 87, Nº. 2, 2021, págs. 163-182
Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention
Sarah R. Powell, Katherine A. Berry, Anna-Mária Fall, Greg Roberts, Lynn S. Fuchs, Marcia Barnes
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 5, 2021, págs. 898-910
Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction
Lynn S. Fuchs, Pamela M. Seethaler, Sonya K. Sterba, Caitlin F. Craddock, Douglas Fuchs, Donald L. Compton, David C. Geary, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 1, 2021, págs. 86-103
Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency
Tuire Koponen, Kenneth klund, Riikka Heikkilä, Jonna Salminen, Lynn S. Fuchs, Douglas Fuchs, Mikko Aro
Child development, ISSN 0009-3920, Vol. 91, Nº. 4, 2020, págs. 1063-1080
Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention
Drew H. Bailey, Lynn S. Fuchs, Jennifer K. Gilbert, David C. Geary, Douglas Fuchs
Child development, ISSN 0009-3920, Vol. 91, Nº. 2, 2020, págs. 382-400
On the importance of moderator analysis in intervention research: An introduction to the special issue
Douglas Fuchs, Lynn S. Fuchs
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 85, Nº. 2, 2019 (Ejemplar dedicado a: Moderation analysis as a method of understanding for whom validated interventions work / coord. por Douglas Fuchs, Lynn S. Fuchs), págs. 126-128
Lynn S. Fuchs, Douglas Fuchs, Jennifer K. Gilbert
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 85, Nº. 2, 2019 (Ejemplar dedicado a: Moderation analysis as a method of understanding for whom validated interventions work / coord. por Douglas Fuchs, Lynn S. Fuchs), págs. 147-162
Using moderator analysis to identify the first-grade children who benefit more and less from a reading comprehension program: A step toward aptitude-by-treatment interaction
Douglas Fuchs, Devin M. Kearns, Lynn S. Fuchs, Amy Elleman, Jennifer K. Gilbert, Samuel Patton, Peng Peng, Donald L. Compton
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 85, Nº. 2, 2019 (Ejemplar dedicado a: Moderation analysis as a method of understanding for whom validated interventions work / coord. por Douglas Fuchs, Lynn S. Fuchs), págs. 229-247
Critique of the National Evaluation of Response to Intervention: A case for simpler frameworks
Douglas Fuchs, Lynn S. Fuchs
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 83, Nº. 3, 2017, págs. 255-268
Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity.
Katherine T. Rhodes, Lee Branum-Martin, Julie A. Washington, Lynn S. Fuchs
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 109, Nº. 7, 2017, págs. 956-976
Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?
Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett
Child development, ISSN 0009-3920, Vol. 87, Nº. 2, 2016, págs. 558-567
Supported self-explaining during fraction intervention
Lynn S. Fuchs, Amelia S. Malone, Robin F. Schumacher, Jessica M. Namkung, Carol L. Hamlett, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 4, 2016, págs. 493-508
Jessica M. Namkung, Lynn S. Fuchs
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 2, 2016, págs. 214-228
Sarah R. Powell, Lynn S. Fuchs, Paul T. Cirino, Douglas Fuchs, Donald L. Compton, Paul Changas
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 4, 2015, págs. 443-470
Inclusion versus specialized intervention for very-low-performing students: What does access mean in an era of academic challenge?
Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Joseph H. Wehby, Robin F. Schumacher, Russell Gersten, Nancy C. Jordan
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 81, Nº. 2, 2015, págs. 134-157
Sources of Individual Differences in Children's Understanding of Fractions
Rose K. Vukovic, Lynn S. Fuchs, David C. Geary, Nancy C. Jordan, Russell Gersten, Robert S. Siegler
Child development, ISSN 0009-3920, Vol. 85, Nº. 4, 2014, págs. 1461-1476
Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?
Lynn S. Fuchs, Sarah R. Powell, Paul T. Cirino, Robin F. Schumacher, Sarah Marrin, Carol L. Hamlett, Douglas Fuchs, Donald L. Compton, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 4, 2014, págs. 990-1006
Lynn S. Fuchs, David C. Geary, Douglas Fuchs, Donald L. Compton, Carol L. Hamlett
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 482-498
Does working memory moderate the effects of fraction intervention?: An aptitude–treatment interaction
Lynn S. Fuchs, Robin F. Schumacher, Sonya K. Sterba, Jessica Long, Jessica M. Namkung, Amelia S. Malone, Carol L. Hamlett, Nancy C. Jordan, Russell Gersten, Robert S. Siegler, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 499-514
Improving at-risk learners’ understanding of fractions
Lynn S. Fuchs, Robin F. Schumacher, Jessica Long, Jessica M. Namkung, Carol L. Hamlett, Paul T. Cirino, Nancy C. Jordan, Robert S. Siegler, Russell Gersten, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 3, 2013, págs. 683-700
Effects of first-grade number knowledge tutoring with contrasting forms of practice
Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Christopher Schatschneider, Carol L. Hamlett, Jacqueline DeSelms, Pamela M. Seethaler, Julie Wilson, Caitlin F. Craddock, Joan D. Bryant, Kurstin Luther, Paul Changas
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 1, 2013, págs. 58-77
Smart RTI: A next-generation approach to multilevel prevention
Douglas Fuchs, Lynn S. Fuchs, Donald L. Compton
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 3, 2012, págs. 263-279
Using word identification fluency to monitor first-grade reading development
Rebecca O. Zumeta, Donald L. Compton, Lynn S. Fuchs
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 78, Nº. 2, 2012, págs. 201-220
Predicting development of mathematical word problem solving across the intermediate grades
Tammy D. Tolar, Lynn S. Fuchs, Paul T. Cirino, Douglas Fuchs, Carol L. Hamlett, Jack M. Fletcher
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1083-1093
Pamela M. Seethaler, Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 1, 2012, págs. 224-234
The effectiveness of kindergarten peer-assisted learning strategies for students with disabilities
Brooke H. Rafdal, Kristen L. McMaster, Scott R. McConnell, Douglas Fuchs, Lynn S. Fuchs
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 77, Nº. 3, 2011, págs. 299-316
The Contributions of Numerosity and Domain-General Abilities to School Readiness
Lynn S. Fuchs, David C. Geary, Donald L. Compton, Douglas Fuchs, Carol L. Hamlett, Joan D. Bryant
Child development, ISSN 0009-3920, Vol. 81, Nº. 5, 2010, págs. 1520-1533
The "Blurring" of special education in a new continuum of general education placements and services
Douglas Fuchs, Lynn S. Fuchs, Pamela M. Stecker
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 76, Nº. 3, 2010 (Ejemplar dedicado a: Changing conceptions of special education), págs. 301-323
A Framework for remediating number combination deficits
Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Douglas Fuchs, Carol L. Hamlett, Paul T. Cirino, Jack M. Fletcher
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 76, Nº. 2, 2010, págs. 135-156
The predictive utility of kindergarten screening for math difficulty
Pamela M. Seethaler, Lynn S. Fuchs
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 77, Nº. 1, 2010, págs. 37-59
Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Bobette Bouton, Jennifer K. Gilbert, Laura A. Barquero, Eunsoo Cho, Robert C. Crouch
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 2, 2010, págs. 327-340
Sarah R. Powell, Lynn S. Fuchs
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 2, 2010, págs. 381-394
Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher, Douglas Fuchs, Carol L. Hamlett, Rebecca O. Zumeta
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 3, 2009, págs. 561-576
Lynn S. Fuchs, Pamela M. Seethaler, Sarah R. Powell, Douglas Fuchs, Carol L. Hamlett, Jack M. Fletcher
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 74, Nº. 2, 2008, págs. 155-173
Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, Kurstin N. Hollenbeck, Caitlin F. Craddock, Carol L. Hamlett
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 4, 2008, págs. 829-850
Effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving: Are two tiers of prevention better than one?
Lynn S. Fuchs, Douglas Fuchs, Caitlin F. Craddock, Kurstin N. Hollenbeck, Carol L. Hamlett, Christopher Schatschneider
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 3, 2008, págs. 491-509
Problem solving and computational skill: Are they shared or distinct aspects of mathematical cognition?
Lynn S. Fuchs, Douglas Fuchs, Karla K. Stuebing, Jack M. Fletcher, Carol L. Hamlett, Warren Lambert
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 1, 2008, págs. 30-47
Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures
Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Joan D. Bryant
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 2, 2006, págs. 394-409
Lynn S. Fuchs, Douglas Fuchs, Donald L. Compton, Sarah R. Powell, Pamela M. Seethaler, Andrea M. Capizzi, Christopher Schatschneider, Jack M. Fletcher
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 98, Nº. 1, 2006, págs. 29-43
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods
Donald L. Compton, Douglas Fuchs, Lynn S. Fuchs, Kristen L. McMaster
Exceptional children, ISSN-e 2163-5560, ISSN 0014-4029, Vol. 71, Nº. 4, 2005, págs. 445-463
The Prevention, Identification, and Cognitive Determinants of Math Difficulty
Joan D. Bryant, Carol L. Hamlett, Douglas Fuchs, Donald L. Compton, Lynn S. Fuchs, Kimberly Paulsen
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 97, Nº. 3, 2005, págs. 493-513
Enhancing Mathematical Problem Solving Among Third-Grade Students With Schema-Based Instruction
Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Carol L. Hamlett, Robin Finelli, Susan J. Courey
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 96, Nº. 4, 2004, págs. 635-647
Sources of Individual Differences in Reading Comprehension and Reading Fluency.
Joseph R. Jenkins, Lynn S. Fuchs, Paul van den Broek, Christine Espin, Stanley L. Deno
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 4, 2003, págs. 719-729
Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving.
Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Mindy Burch, Carol L. Hamlett, Rhoda Owen, Michelle Hosp, Deborah Jancek
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 293-305
Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies.
Lynn S. Fuchs, Douglas Fuchs, Karin Prentice, Mindy Burch, Carol L. Hamlett, Rhoda Owen, Katie Schroeter
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 2, 2003, págs. 306-315
Exceptional children. Vol. 85, Nº. 2, 2019
(Ejemplar dedicado a: Moderation analysis as a method of understanding for whom validated interventions work / coord. por Douglas Fuchs, Lynn S. Fuchs)
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