| Year |
Citation |
Score |
| 2023 |
Fuchs LS, Seethaler PM, Fuchs D, Espinas D. Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty. Journal of Learning Disabilities. 222194231170313. PMID 37195034 DOI: 10.1177/00222194231170313 |
0.759 |
|
| 2022 |
Martin BN, Fuchs LS. Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 37: 100-112. PMID 35656373 DOI: 10.1111/ldrp.12278 |
0.391 |
|
| 2022 |
Cho E, Mancilla-Martinez J, Hwang JK, Fuchs LS, Seethaler PM, Fuchs D. Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. Journal of Learning Disabilities. 222194211068355. PMID 35012396 DOI: 10.1177/00222194211068355 |
0.739 |
|
| 2021 |
Fuchs LS, Fuchs D, Hamlett CL, Stecker PM. Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports. Journal of Learning Disabilities. 22219420950654. PMID 33813936 DOI: 10.1177/0022219420950654 |
0.38 |
|
| 2021 |
Fuchs LS, Seethaler PM, Sterba SK, Craddock C, Fuchs D, Compton DL, Geary DC, Changas P. Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction. Journal of Educational Psychology. 113: 86-103. PMID 33776137 DOI: 10.1037/Edu0000467 |
0.777 |
|
| 2020 |
Spencer M, Fuchs LS, Fuchs D. Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach. Contemporary Educational Psychology. 60. PMID 33100485 DOI: 10.1016/J.Cedpsych.2019.101825 |
0.439 |
|
| 2020 |
Peng P, Fuchs D, Fuchs LS, Cho E, Elleman AM, Kearns DM, Patton S, Compton DL. Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis. Journal of Learning Disabilities. 22219420931818. PMID 32623947 DOI: 10.1177/0022219420931818 |
0.38 |
|
| 2020 |
Fuchs LS, Fuchs D, Seethaler PM, Craddock C. Improving Language Comprehension to Enhance Word-Problem Solving. Reading & Writing Quarterly : Overcoming Learning Difficulties. 36: 142-156. PMID 32542068 DOI: 10.1080/10573569.2019.1666760 |
0.751 |
|
| 2020 |
Fuchs LS, Powell SR, Fall AM, Roberts G, Cirino P, Fuchs D, Gilbert JK. Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence? Contemporary Educational Psychology. 60. PMID 32542063 DOI: 10.1016/J.Cedpsych.2019.101811 |
0.712 |
|
| 2020 |
Cho E, Fuchs LS, Seethaler PM, Fuchs D, Compton DL. Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter? Journal of Learning Disabilities. 22219419898887. PMID 31971061 DOI: 10.1177/0022219419898887 |
0.738 |
|
| 2020 |
Fuchs LS, Wang AY, Preacher KJ, Malone AS, Fuchs D, Pachmayr R. Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade: Exceptional Children. 1440292092484. DOI: 10.1177/0014402920924846 |
0.398 |
|
| 2020 |
Fuchs D, Cho E, Toste JR, Fuchs LS, Gilbert JK, McMaster KL, Svenson E, Thompson A. A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading: Exceptional Children. 1440292092182. DOI: 10.1177/0014402920921828 |
0.377 |
|
| 2020 |
Powell SR, Berry KA, Fall A, Roberts G, Fuchs LS, Barnes MA. Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention. Journal of Educational Psychology. DOI: 10.1037/Edu0000513 |
0.691 |
|
| 2019 |
Suárez-Pellicioni M, Fuchs L, Booth JR. Temporo-frontal activation during phonological processing predicts gains in arithmetic facts in young children. Developmental Cognitive Neuroscience. 40: 100735. PMID 31785530 DOI: 10.1016/J.Dcn.2019.100735 |
0.301 |
|
| 2019 |
Martin BN, Fuchs LS. The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 42: 244-251. PMID 31631937 DOI: 10.1177/0731948719827489 |
0.459 |
|
| 2019 |
Koponen T, Eklund K, Heikkilä R, Salminen J, Fuchs L, Fuchs D, Aro M. Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency. Child Development. PMID 31292957 DOI: 10.1111/Cdev.13287 |
0.392 |
|
| 2019 |
Wang AY, Fuchs LS, Fuchs D, Gilbert JK, Krowka S, Abramson R. Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties. Journal of Learning Disabilities. 22219419851750. PMID 31140358 DOI: 10.1177/0022219419851750 |
0.513 |
|
| 2019 |
Grigorenko EL, Compton DL, Fuchs LS, Wagner RK, Willcutt EG, Fletcher JM. Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. The American Psychologist. PMID 31081650 DOI: 10.1037/Amp0000452 |
0.362 |
|
| 2019 |
Fuchs LS, Fuchs D, Seethaler PM, Cutting LE, Mancilla-Martinez J. Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities. New Directions For Child and Adolescent Development. PMID 31038812 DOI: 10.1002/Cad.20288 |
0.796 |
|
| 2019 |
Fuchs LS, Fuchs D, Gilbert JK. Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? Exceptional Children. 85: 147-162. PMID 30655645 DOI: 10.1177/0014402918782628 |
0.416 |
|
| 2019 |
Fuchs D, Kearns DM, Fuchs LS, Elleman AM, Gilbert JK, Patton S, Peng P, Compton DL. 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. Exceptional Children. 85: 229-247. PMID 30636789 DOI: 10.1177/0014402918802801 |
0.383 |
|
| 2019 |
Björn PM, Äikäs A, Hakkarainen A, Kyttälä M, Fuchs LS. Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies South African Journal of Childhood Education. 9: 10. DOI: 10.4102/Sajce.V9I1.716 |
0.526 |
|
| 2019 |
Namkung J, Fuchs L. Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties. Learning Disabilities: a Multidisciplinary Journal. 24: 36-48. DOI: 10.18666/Ldmj-2019-V24-I2-9902 |
0.467 |
|
| 2019 |
Powell SR, Gilbert JK, Fuchs LS. Variables influencing algebra performance: Understanding rational numbers is essential Learning and Individual Differences. 74: 101758. DOI: 10.1016/J.Lindif.2019.101758 |
0.711 |
|
| 2019 |
Malone AS, Fuchs LS, Sterba SK, Fuchs D, Foreman-Murray L. Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance? Contemporary Educational Psychology. 59: 101782. DOI: 10.1016/J.Cedpsych.2019.101782 |
0.315 |
|
| 2019 |
Fuchs L, Fuchs D, Seethaler PM, Barnes MA. Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners Zdm. 52: 87-96. DOI: 10.1007/S11858-019-01070-8 |
0.748 |
|
| 2018 |
Peng P, Fuchs D, Fuchs LS, Elleman AM, Kearns DM, Gilbert JK, Compton DL, Cho E, Patton S. A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers. Journal of Learning Disabilities. 22219418809080. PMID 30381981 DOI: 10.1177/0022219418809080 |
0.418 |
|
| 2018 |
Bailey DH, Fuchs LS, Gilbert JK, Geary DC, Fuchs D. Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention. Child Development. PMID 30358181 DOI: 10.1111/Cdev.13175 |
0.439 |
|
| 2018 |
Matthews PG, Fuchs LS. Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence. Child Development. PMID 30295921 DOI: 10.1111/Cdev.13144 |
0.387 |
|
| 2018 |
Powell SR, Fuchs LS. Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning. Teaching Exceptional Children. 51: 31-42. PMID 30210179 DOI: 10.1177/0040059918777250 |
0.698 |
|
| 2018 |
Björn PM, Aro M, Koponen T, Fuchs LS, Fuchs D. Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example. Frontiers in Psychology. 9: 800. PMID 29922194 DOI: 10.3389/Fpsyg.2018.00800 |
0.377 |
|
| 2018 |
Foreman-Murray L, Fuchs LS. Quality of Explanation as an Indicator of Fraction Magnitude Understanding. Journal of Learning Disabilities. 22219418775120. PMID 29809096 DOI: 10.1177/0022219418775120 |
0.48 |
|
| 2018 |
Fuchs LS, Gilbert JK, Fuchs D, Seethaler PM, Martin BN. Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 22: 152-166. PMID 29643723 DOI: 10.1080/10888438.2017.1398259 |
0.765 |
|
| 2018 |
Namkung JM, Fuchs LS, Koziol N. Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill? Learning and Individual Differences. 61: 151-157. PMID 29276363 DOI: 10.1016/J.Lindif.2017.11.018 |
0.437 |
|
| 2018 |
Fuchs D, Fuchs LS, McMaster KL, Lemons CJ. Students with Disabilities’ Abysmal School Performance: An Introduction to the Special Issue Learning Disabilities Research & Practice. 33: 127-130. DOI: 10.1111/Ldrp.12180 |
0.418 |
|
| 2018 |
Cirino PT, Tolar TD, Fuchs LS. Longitudinal algebra prediction for early versus later takers The Journal of Educational Research. 112: 179-191. DOI: 10.1080/00220671.2018.1486279 |
0.437 |
|
| 2017 |
Rhodes KT, Branum-Martin L, Washington JA, Fuchs LS. Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. Journal of Educational Psychology. 109: 956-976. PMID 29147036 DOI: 10.1037/Edu0000189 |
0.388 |
|
| 2017 |
Krowka SK, Fuchs LS. Cognitive Profiles Associated With Responsiveness to Fraction Intervention. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 32: 216-230. PMID 29123333 DOI: 10.1111/Ldrp.12146 |
0.429 |
|
| 2017 |
Fuchs LS, Malone AS, Schumacher RF, Namkung J, Wang A. Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials. Journal of Learning Disabilities. 50: 631-639. PMID 29017427 DOI: 10.1177/0022219416677249 |
0.708 |
|
| 2017 |
Malone AS, Loehr AM, Fuchs LS. The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learning and Individual Differences. 58: 90-96. PMID 28890634 DOI: 10.1016/J.Lindif.2017.05.007 |
0.471 |
|
| 2017 |
Gilbert JK, Fuchs LS. Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change Approach. Contemporary Educational Psychology. 51: 83-98. PMID 28845083 DOI: 10.1016/J.Cedpsych.2017.06.008 |
0.378 |
|
| 2017 |
Fuchs LS, Fuchs D, Capizzi AM. Identifying Appropriate Test Accommodations for Students With Learning Disabilities Focus On Exceptional Children. 37. DOI: 10.17161/Foec.V37I6.6812 |
0.808 |
|
| 2016 |
Wang AY, Fuchs LS, Fuchs D. Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. Learning and Individual Differences. 52: 79-87. PMID 28190942 DOI: 10.1016/J.Lindif.2016.10.015 |
0.463 |
|
| 2016 |
Fuchs LS, Gilbert JK, Powell SR, Cirino PT, Fuchs D, Hamlett CL, Seethaler PM, Tolar TD. The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving Versus Prealgebraic Knowledge. Developmental Psychology. PMID 27786534 DOI: 10.1037/Dev0000227 |
0.834 |
|
| 2016 |
Peng P, Namkung JM, Fuchs D, Fuchs LS, Patton S, Yen L, Compton DL, Zhang W, Miller A, Hamlett C. A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties. Journal of Experimental Child Psychology. 152: 221-241. PMID 27572520 DOI: 10.1016/J.Jecp.2016.07.017 |
0.378 |
|
| 2016 |
Malone AS, Fuchs LS. Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students. Journal of Learning Disabilities. PMID 26966153 DOI: 10.1177/0022219416629647 |
0.424 |
|
| 2016 |
Namkung JM, Fuchs LS. Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students. Journal of Educational Psychology. 108: 214-228. PMID 26955188 DOI: 10.1037/Edu0000055 |
0.36 |
|
| 2016 |
Resnick I, Jordan NC, Hansen N, Rajan V, Rodrigues J, Siegler RS, Fuchs LS. Developmental Growth Trajectories in Understanding of Fraction Magnitude From Fourth Through Sixth Grade. Developmental Psychology. PMID 26914215 DOI: 10.1037/Dev0000102 |
0.418 |
|
| 2016 |
Price GR, Fuchs LS. The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence. Plos One. 11: e0148981. PMID 26859564 DOI: 10.1371/Journal.Pone.0148981 |
0.324 |
|
| 2016 |
Cirino PT, Tolar TD, Fuchs LS, Huston-Warren E. Cognitive and numerosity predictors of mathematical skills in middle school. Journal of Experimental Child Psychology. 145: 95-119. PMID 26826940 DOI: 10.1016/J.Jecp.2015.12.010 |
0.375 |
|
| 2016 |
Björn PM, Aro MT, Koponen TK, Fuchs LS, Fuchs DH. The Many Faces of Special Education Within RTI Frameworks in the United States and Finland Learning Disability Quarterly. 39: 58-66. DOI: 10.1177/0731948715594787 |
0.341 |
|
| 2016 |
Fuchs LS, Schumacher RF, Long J, Namkung J, Malone AS, Wang A, Hamlett CL, Jordan NC, Siegler RS, Changas P. Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions Elementary School Journal. 116: 625-651. DOI: 10.1086/686303 |
0.688 |
|
| 2016 |
Fuchs LS, Sterba SK, Fuchs D, Malone AS. Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students? Journal of Research On Educational Effectiveness. 9: 662-677. DOI: 10.1080/19345747.2015.1123336 |
0.482 |
|
| 2016 |
Fuchs D, Fuchs LS. Responsiveness-To-Intervention: A “Systems” Approach to Instructional Adaptation Theory Into Practice. 1-9. DOI: 10.1080/00405841.2016.1184536 |
0.443 |
|
| 2015 |
Fuchs LS, Geary DC, Fuchs D, Compton DL, Hamlett CL. Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different? Child Development. PMID 26700885 DOI: 10.1111/Cdev.12474 |
0.355 |
|
| 2015 |
Seethaler PM, Fuchs LS, Fuchs D, Compton DL. Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency? The Elementary School Journal. 15: 289-308. PMID 26523068 DOI: 10.1086/688870 |
0.729 |
|
| 2015 |
Iuculano T, Rosenberg-Lee M, Richardson J, Tenison C, Fuchs L, Supekar K, Menon V. Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities. Nature Communications. 6: 8453. PMID 26419418 DOI: 10.1038/Ncomms9453 |
0.345 |
|
| 2015 |
Powell SR, Fuchs LS, Cirino PT, Fuchs D, Compton DL, Changas PC. Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners. Exceptional Children. 81: 443-470. PMID 26097244 DOI: 10.1177/0014402914563702 |
0.738 |
|
| 2015 |
Fuchs LS, Fuchs D, Compton DL, Hamlett CL, Wang AY. Is Word-Problem Solving a Form of Text Comprehension? Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 19: 204-223. PMID 25866461 DOI: 10.1080/10888438.2015.1005745 |
0.383 |
|
| 2015 |
Jolles D, Wassermann D, Chokhani R, Richardson J, Tenison C, Bammer R, Fuchs L, Supekar K, Menon V. Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning. Brain Structure & Function. PMID 25604464 DOI: 10.1007/S00429-014-0975-6 |
0.308 |
|
| 2015 |
Cirino PT, Fuchs LS, Elias JT, Powell SR, Schumacher RF. Cognitive and mathematical profiles for different forms of learning difficulties. Journal of Learning Disabilities. 48: 156-75. PMID 23851137 DOI: 10.1177/0022219413494239 |
0.787 |
|
| 2015 |
Fuchs D, Fuchs LS, Tindal G, Deno SL. Performance instability of learning disabled, emotionally handicapped, and nonhandicapped children Learning Disability Quarterly. 9: 84-88. DOI: 10.2307/1510405 |
0.379 |
|
| 2015 |
Fuchs LS, Fuchs D, Hamlett CL. Republication of “Curriculum-Based Measurement: A Standardized, Long-Term Goal Approach to Monitoring Student Progress” Intervention in School and Clinic. 50: 185-192. DOI: 10.1177/1053451214531736 |
0.381 |
|
| 2015 |
Fuchs D, Fuchs LS. Rethinking Service Delivery for Students With Significant Learning Problems: Developing and Implementing Intensive Instruction Remedial and Special Education. 36: 105-111. DOI: 10.1177/0741932514558337 |
0.516 |
|
| 2015 |
Cirino PT, Fuchs LS, Elias JT, Powell SR, Schumacher RF. Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties Journal of Learning Disabilities. 48: 156-175. DOI: 10.1177/0022219413494239 |
0.73 |
|
| 2015 |
Fuchs LS, Fuchs D, Compton DL, Wehby J, Schumacher RF, Gersten R, Jordan NC. Inclusion Versus Specialized Intervention for Very-Low-Performing Students Exceptional Children. 81: 134-157. DOI: 10.1177/0014402914551743 |
0.72 |
|
| 2015 |
Powell SR, Fuchs LS. Intensive Intervention in Mathematics Learning Disabilities Research and Practice. 30: 182-192. DOI: 10.1111/Ldrp.12087 |
0.657 |
|
| 2015 |
Fuchs LS, Malone AS, Schumacher RF, Namkung J, Hamlett CL, Jordan NC, Siegler RS, Gersten R, Changas P. Supported Self-Explaining During Fraction Intervention Journal of Educational Psychology. DOI: 10.1037/Edu0000073 |
0.742 |
|
| 2015 |
Hansen N, Jordan NC, Fernandez E, Siegler RS, Fuchs L, Gersten R, Micklos D. General and math-specific predictors of sixth-graders' knowledge of fractions Cognitive Development. 35: 34-49. DOI: 10.1016/J.Cogdev.2015.02.001 |
0.361 |
|
| 2014 |
Fuchs LS, Powell SR, Cirino PT, Schumacher RF, Marrin S, Hamlett CL, Fuchs D, Compton DL, Changas PC. Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge? Journal of Educational Psychology. 106: 990-1006. PMID 25541565 DOI: 10.1037/A0036793 |
0.795 |
|
| 2014 |
Powell SR, Fuchs LS. Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems? Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 29: 106-116. PMID 25309044 DOI: 10.1111/Ldrp.12037 |
0.751 |
|
| 2014 |
Fuchs LS, Geary DC, Fuchs D, Compton DL, Hamlett CL. Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill. Journal of Educational Psychology. 106: 482-498. PMID 25284885 DOI: 10.1037/A0034444 |
0.351 |
|
| 2014 |
Miller AC, Fuchs D, Fuchs LS, Compton DL, Kearns D, Zhang W, Yen L, Patton S, Kirchner D. Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers. Journal of Research On Educational Effectiveness. 7: 232-249. PMID 25110548 DOI: 10.1080/19345747.2014.906691 |
0.515 |
|
| 2014 |
Tolar TD, Fuchs L, Fletcher JM, Fuchs D, Hamlett CL. Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability. Journal of Learning Disabilities. PMID 24939971 DOI: 10.1177/0022219414538520 |
0.518 |
|
| 2014 |
Vukovic RK, Fuchs LS, Geary DC, Jordan NC, Gersten R, Siegler RS. Sources of individual differences in children's understanding of fractions. Child Development. 85: 1461-76. PMID 24433246 DOI: 10.1111/Cdev.12218 |
0.318 |
|
| 2014 |
Cho E, Compton DL, Fuchs D, Fuchs LS, Bouton B. Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention. Journal of Learning Disabilities. 47: 409-23. PMID 23213050 DOI: 10.1177/0022219412466703 |
0.391 |
|
| 2014 |
Lemons CJ, Fuchs D, Gilbert JK, Fuchs LS. Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Education Research Educational Researcher. 43: 242-252. DOI: 10.3102/0013189X14539189 |
0.402 |
|
| 2014 |
Malone AS, Fuchs LS. Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement Remedial and Special Education. 35: 378-386. DOI: 10.1177/0741932514539855 |
0.407 |
|
| 2014 |
Toste JR, Compton DL, Fuchs D, Fuchs LS, Gilbert JK, Cho E, Barquero LA, Bouton BD. Understanding unresponsiveness to tier 2 reading intervention: Exploring the classification and profiles of adequate and inadequate responders in first grade Learning Disability Quarterly. 37: 192-203. DOI: 10.1177/0731948713518336 |
0.415 |
|
| 2014 |
Fuchs LS, Schumacher RF, Sterba SK, Long J, Namkung J, Malone A, Hamlett CL, Jordan NC, Gersten R, Siegler RS, Changas P. Does working memory moderate the effects of fraction intervention? An aptitude-treatment interaction Journal of Educational Psychology. 106: 499-514. DOI: 10.1037/A0034341 |
0.697 |
|
| 2013 |
Fuchs LS, Geary DC, Compton DL, Fuchs D, Schatschneider C, Hamlett CL, Deselms J, Seethaler PM, Wilson J, Craddock CF, Bryant JD, Luther K, Changas P. Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. Journal of Educational Psychology. 105: 58-77. PMID 24065865 DOI: 10.1037/A0030127 |
0.746 |
|
| 2013 |
Supekar K, Swigart AG, Tenison C, Jolles DD, Rosenberg-Lee M, Fuchs L, Menon V. Neural predictors of individual differences in response to math tutoring in primary-grade school children. Proceedings of the National Academy of Sciences of the United States of America. 110: 8230-5. PMID 23630286 DOI: 10.1073/Pnas.1222154110 |
0.365 |
|
| 2013 |
Jordan NC, Hansen N, Fuchs LS, Siegler RS, Gersten R, Micklos D. Developmental predictors of fraction concepts and procedures. Journal of Experimental Child Psychology. 116: 45-58. PMID 23506808 DOI: 10.1016/J.Jecp.2013.02.001 |
0.314 |
|
| 2013 |
Fuchs LS, Fuchs D, Compton DL. Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders. Journal of Learning Disabilities. 46: 534-48. PMID 23232441 DOI: 10.1177/0022219412468889 |
0.493 |
|
| 2013 |
Gold AB, Ewing-Cobbs L, Cirino P, Fuchs LS, Stuebing KK, Fletcher JM. Cognitive and behavioral attention in children with math difficulties. Child Neuropsychology : a Journal On Normal and Abnormal Development in Childhood and Adolescence. 19: 420-37. PMID 22686370 DOI: 10.1080/09297049.2012.690371 |
0.336 |
|
| 2013 |
Martin RB, Cirino PT, Barnes MA, Ewing-Cobbs L, Fuchs LS, Stuebing KK, Fletcher JM. Prediction and stability of mathematics skill and difficulty. Journal of Learning Disabilities. 46: 428-43. PMID 22392890 DOI: 10.1177/0022219411436214 |
0.426 |
|
| 2013 |
Powell SR, Fuchs LS, Fuchs D. 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 |
0.719 |
|
| 2013 |
Fuchs LS, Schumacher RF, Long J, Namkung J, Hamlett CL, Jordan NC, Siegler R, Gersten R, Changas P, Cirino PT. Improving at-risk learners' understanding of fractions Journal of Educational Psychology. 105: 683-700. DOI: 10.1037/A0032446 |
0.687 |
|
| 2012 |
Gilbert JK, Compton DL, Fuchs D, Fuchs LS. Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System. Assessment For Effective Intervention : Official Journal of the Council For Educational Diagnostic Services. 38: 6-14. PMID 24478613 DOI: 10.1177/1534508412451491 |
0.351 |
|
| 2012 |
Powell SR, Fuchs LS. Early Numerical Competencies and Students with Mathematics Difficulty. Focus On Exceptional Children. 44: 1-16. PMID 23997274 DOI: 10.17161/Foec.V44I5.6686 |
0.707 |
|
| 2012 |
Tolar TD, Fuchs L, Cirino PT, Fuchs D, Hamlett CL, Fletcher JM. Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades. Journal of Educational Psychology. 104: 1083-1093. PMID 23325985 DOI: 10.1037/A0029020 |
0.389 |
|
| 2012 |
Fuchs D, Fuchs LS, Compton DL. Smart RTI: A Next-Generation Approach to Multilevel Prevention. Exceptional Children. 78: 263-279. PMID 22736805 DOI: 10.1177/001440291207800301 |
0.385 |
|
| 2012 |
Zumeta RO, Compton DL, Fuchs LS. Using Word Identification Fluency to Monitor First-Grade Reading Development. Exceptional Children. 78: 201-220. PMID 22736804 DOI: 10.1177/001440291207800204 |
0.799 |
|
| 2012 |
Fuchs D, Compton DL, Fuchs LS, Bryant VJ, Hamlett CL, Lambert W. First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities. 45: 217-31. PMID 22539057 DOI: 10.1177/0022219412442154 |
0.4 |
|
| 2012 |
Fuchs LS, Vaughn S. Responsiveness-to-intervention: a decade later. Journal of Learning Disabilities. 45: 195-203. PMID 22539056 DOI: 10.1177/0022219412442150 |
0.358 |
|
| 2012 |
Compton DL, Gilbert JK, Jenkins JR, Fuchs D, Fuchs LS, Cho E, Barquero LA, Bouton B. Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy? Journal of Learning Disabilities. 45: 204-16. PMID 22491810 DOI: 10.1177/0022219412442151 |
0.404 |
|
| 2012 |
Fuchs LS, Fuchs D, Compton DL. The early prevention of mathematics difficulty: its power and limitations. Journal of Learning Disabilities. 45: 257-69. PMID 22491809 DOI: 10.1177/0022219412442167 |
0.47 |
|
| 2012 |
Namkung JM, Fuchs LS. Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 27: 2-11. PMID 22448104 DOI: 10.1111/J.1540-5826.2011.00345.X |
0.485 |
|
| 2012 |
Fuchs LS, Compton DL, Fuchs D, Powell SR, Schumacher RF, Hamlett CL, Vernier E, Namkung JM, Vukovic RK. Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge. Developmental Psychology. 48: 1315-26. PMID 22409764 DOI: 10.1037/A0027475 |
0.798 |
|
| 2012 |
Seethaler PM, Fuchs LS, Fuchs D, Compton DL. Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment. Journal of Educational Psychology. 104: 224-234. PMID 22347725 DOI: 10.1037/A0024968 |
0.743 |
|
| 2012 |
Schumacher RF, Fuchs LS. Does understanding relational terminology mediate effects of intervention on compare word problems? Journal of Experimental Child Psychology. 111: 607-28. PMID 22221461 DOI: 10.1016/J.Jecp.2011.12.001 |
0.75 |
|
| 2012 |
Compton DL, Fuchs LS, Fuchs D, Lambert W, Hamlett C. The cognitive and academic profiles of reading and mathematics learning disabilities. Journal of Learning Disabilities. 45: 79-95. PMID 21444929 DOI: 10.1177/0022219410393012 |
0.476 |
|
| 2011 |
Powell SR, Fuchs LS, Fuchs D. Number Combinations Remediation for Students with Mathematics Difficulty. Perspectives On Language and Literacy. 37: 11-16. PMID 23139846 |
0.671 |
|
| 2011 |
Seethaler PM, Fuchs LS, Star JR, Bryant J. The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study. Learning and Individual Differences. 21: 536-542. PMID 21966180 DOI: 10.1016/J.Lindif.2011.05.002 |
0.761 |
|
| 2011 |
Fuchs LS, Compton DL, Fuchs D, Hollenbeck KN, Hamlett CL, Seethaler PM. Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities. 44: 372-80. PMID 21685352 DOI: 10.1177/0022219411407867 |
0.797 |
|
| 2011 |
Elleman AM, Compton DL, Fuchs D, Fuchs LS, Bouton B. Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties. Journal of Learning Disabilities. 44: 348-57. PMID 21685351 DOI: 10.1177/0022219411407865 |
0.375 |
|
| 2011 |
Fuchs D, Compton DL, Fuchs LS, Bouton B, Caffrey E. The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks. Journal of Learning Disabilities. 44: 339-47. PMID 21685347 DOI: 10.1177/0022219411407864 |
0.459 |
|
| 2011 |
Davis N, Barquero L, Compton DL, Fuchs LS, Fuchs D, Gore JC, Anderson AW. Functional correlates of children's responsiveness to intervention. Developmental Neuropsychology. 36: 288-301. PMID 21462008 DOI: 10.1080/87565641.2010.549875 |
0.321 |
|
| 2011 |
Seethaler PM, Fuchs LS. Using curriculum-based measurement to monitor kindergarteners' mathematics development Assessment For Effective Intervention. 36: 219-229. DOI: 10.1177/1534508411413566 |
0.79 |
|
| 2011 |
Rafdal BH, McMaster KL, McConnell SR, Fuchs D, Fuchs LS. The effectiveness of kindergarten peer-assisted learning strategies for studentsWith disabilities Exceptional Children. 77: 299-316. DOI: 10.1177/001440291107700303 |
0.485 |
|
| 2010 |
Powell SR, Fuchs LS, Fuchs D. Embedding Number-Combinations Practice Within Word-Problem Tutoring. Intervention in School and Clinic. 46: 22-30. PMID 22661880 DOI: 10.1177/1053451210369516 |
0.744 |
|
| 2010 |
Fuchs LS, Powell SR, Seethaler PM, Fuchs D, Hamlett CL, Cirino PT, Fletcher JM. A Framework for Remediating Number Combination Deficits. Exceptional Children. 76: 135-165. PMID 21804643 DOI: 10.1177/001440291007600201 |
0.81 |
|
| 2010 |
Davis N, Fan Q, Compton DL, Fuchs D, Fuchs LS, Cutting LE, Gore JC, Anderson AW. Influences of Neural Pathway Integrity on Children's Response to Reading Instruction. Frontiers in Systems Neuroscience. 4: 150. PMID 21088707 DOI: 10.3389/Fnsys.2010.00150 |
0.401 |
|
| 2010 |
Fuchs LS, Geary DC, Compton DL, Fuchs D, Hamlett CL, Bryant JD. The contributions of numerosity and domain-general abilities to school readiness. Child Development. 81: 1520-33. PMID 20840238 DOI: 10.1111/J.1467-8624.2010.01489.X |
0.332 |
|
| 2010 |
Fuchs LS, Geary DC, Compton DL, Fuchs D, Hamlett CL, Seethaler PM, Bryant JD, Schatschneider C. Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Developmental Psychology. 46: 1731-46. PMID 20822213 DOI: 10.1037/A0020662 |
0.75 |
|
| 2010 |
Compton DL, Fuchs D, Fuchs LS, Bouton B, Gilbert JK, Barquero LA, Cho E, Crouch RC. Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process. Journal of Educational Psychology. 102: 327-340. PMID 20689725 DOI: 10.1037/A0018448 |
0.339 |
|
| 2010 |
Powell SR, Fuchs LS. Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty. Journal of Educational Psychology. 102: 381-394. PMID 20640240 DOI: 10.1037/A0018447 |
0.753 |
|
| 2010 |
Fuchs LS, Zumeta RO, Schumacher RF, Powell SR, Seethaler PM, Hamlett CL, Fuchs D. The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study. The Elementary School Journal. 110: 446-463. PMID 20539822 DOI: 10.1086/651191 |
0.834 |
|
| 2010 |
Lemons CJ, Key AP, Fuchs D, Yoder PJ, Fuchs LS, Compton DL, Williams SM, Bouton B. Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness" Learning and Individual Differences. 20: 158-166. PMID 20514353 DOI: 10.1016/J.Lindif.2009.11.006 |
0.366 |
|
| 2010 |
Fuchs LS, Powell SR, Seethaler PM, Cirino PT, Fletcher JM, Fuchs D, Hamlett CL. The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties. Learning and Individual Differences. 20: 89-100. PMID 20383313 DOI: 10.1016/J.Lindif.2009.09.003 |
0.847 |
|
| 2010 |
Seethaler PM, Fuchs LS. The predictive utility of kindergarten screening for math difficulty Exceptional Children. 77: 37-59. DOI: 10.1177/001440291007700102 |
0.733 |
|
| 2010 |
Kearns DM, Fuchs D, McMaster KL, Sáenz L, Fuchs LS, Yen L, Meyers C, Stein M, Compton D, Berends M, Smith TM. Factors contributing to teachers' sustained use of Kindergarten peer-assisted learning strategies Journal of Research On Educational Effectiveness. 3: 315-342. DOI: 10.1080/19345747.2010.491151 |
0.789 |
|
| 2010 |
Fuchs LS, Fuchs D. Progress monitoring International Encyclopedia of Education. 102-110. DOI: 10.1016/B978-0-08-044894-7.00894-0 |
0.36 |
|
| 2009 |
Fuchs LS, Fuchs D. On the Importance of a Unified Model of Responsiveness-To-Intervention. Child Development Perspectives. 3: 41-43. PMID 20161672 DOI: 10.1111/J.1750-8606.2008.00074.X |
0.331 |
|
| 2009 |
Fuchs LS, Powell SR, Seethaler PM, Cirino PT, Fletcher JM, Fuchs D, Hamlett CL, Zumeta RO. Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial. Journal of Educational Psychology. 101: 561-576. PMID 19865600 DOI: 10.1037/A0014701 |
0.833 |
|
| 2009 |
Powell SR, Fuchs LS, Fuchs D, Cirino PT, Fletcher JM. Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. Learning Disabilities Research & Practice : a Publication of the Division For Learning Disabilities, Council For Exceptional Children. 24: 1-11. PMID 19448840 DOI: 10.1111/J.1540-5826.2008.01272.X |
0.726 |
|
| 2009 |
Davis N, Cannistraci CJ, Rogers BP, Gatenby JC, Fuchs LS, Anderson AW, Gore JC. Aberrant functional activation in school age children at-risk for mathematical disability: a functional imaging study of simple arithmetic skill. Neuropsychologia. 47: 2470-9. PMID 19410589 DOI: 10.1016/J.Neuropsychologia.2009.04.024 |
0.317 |
|
| 2009 |
Raghubar K, Cirino P, Barnes M, Ewing-Cobbs L, Fletcher J, Fuchs L. Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties. Journal of Learning Disabilities. 42: 356-71. PMID 19380494 DOI: 10.1177/0022219409335211 |
0.355 |
|
| 2009 |
Powell SR, Fuchs LS, Fuchs D, Cirino PT, Fletcher JM. Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty? Journal of Learning Disabilities. 42: 99-110. PMID 19011123 DOI: 10.1177/0022219408326211 |
0.714 |
|
| 2009 |
Fuchs LS, Fuchs D. Creating Opportunities for Intensive Intervention for Students with Learning Disabilities. Teaching Exceptional Children. 42: 60-62. DOI: 10.1177/004005990904200207 |
0.441 |
|
| 2008 |
Fuchs LS, Powell SR, Hamlett CL, Fuchs D, Cirino PT, Fletcher JM. Remediating Computational Deficits at Third Grade: A Randomized Field Trial. Journal of Research On Educational Effectiveness. 1: 2-32. PMID 21709759 DOI: 10.1080/19345740701692449 |
0.667 |
|
| 2008 |
Fuchs LS, Seethaler PM, Powell SR, Fuchs D, Hamlett CL, Fletcher JM. Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties. Exceptional Children. 74: 155-173. PMID 20209074 DOI: 10.1177/001440290807400202 |
0.851 |
|
| 2008 |
Fuchs LS, Fuchs D, Hamlett CL, Lambert W, Stuebing K, Fletcher JM. Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? Journal of Educational Psychology. 100: 30-47. PMID 20057912 DOI: 10.1037/0022-0663.100.1.30 |
0.372 |
|
| 2008 |
Fuchs LS, Compton DL, Fuchs D, Hollenbeck KN, Craddock CF, Hamlett CL. Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving. Journal of Educational Psychology. 100: 829-850. PMID 19884957 DOI: 10.1037/A0012657 |
0.541 |
|
| 2008 |
Fuchs LS, Fuchs D, Craddock C, Hollenbeck KN, Hamlett CL, Schatschneider C. 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? Journal of Educational Psychology. 100: 491-509. PMID 19122881 DOI: 10.1037/0022-0663.100.3.491 |
0.555 |
|
| 2008 |
Fuchs LS, Fuchs D, Powell SR, Seethaler PM, Cirino PT, Fletcher JM. Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice. Learning Disability Quarterly : Journal of the Division For Children With Learning Disabilities. 31: 79-92. PMID 18815627 DOI: 10.2307/20528819 |
0.837 |
|
| 2008 |
Morgan PL, Fuchs D, Compton DL, Cordray DS, Fuchs LS. Does early reading failure decrease children's reading motivation? Journal of Learning Disabilities. 41: 387-404. PMID 18768772 DOI: 10.1177/0022219408321112 |
0.38 |
|
| 2008 |
Stein ML, Berends M, Fuchs D, McMaster K, Sáenz L, Yen L, Fuchs LS, Compton DL. Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years Educational Evaluation and Policy Analysis. 30: 368-388. DOI: 10.3102/0162373708322738 |
0.813 |
|
| 2008 |
Stecker PM, Fuchs D, Fuchs LS. Progress Monitoring as Essential Practice Within Response to Intervention The Rural Special Education Quarterly. 27: 10-17. DOI: 10.1177/875687050802700403 |
0.533 |
|
| 2008 |
Fuchs LS, Fuchs D, Zumeta RO. A Curricular-Sampling Approach to Progress Monitoring Assessment For Effective Intervention. 33: 225-233. DOI: 10.1177/1534508407313484 |
0.789 |
|
| 2008 |
Fuchs LS, Seethaler PM, Fuchs D, Hamlett CL. Using curriculum-based measurement to identify the 2% population Journal of Disability Policy Studies. 19: 153-161. DOI: 10.1177/1044207308327471 |
0.743 |
|
| 2008 |
Caffrey E, Fuchs D, Fuchs LS. The predictive validity of dynamic assessment: A review Journal of Special Education. 41: 254-270. DOI: 10.1177/0022466907310366 |
0.407 |
|
| 2008 |
Compton DL, Fuchs D, Fuchs LS, Elleman AM, Gilbert JK. Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability Learning and Individual Differences. 18: 329-337. DOI: 10.1016/J.Lindif.2008.04.003 |
0.493 |
|
| 2008 |
Fuchs D, Compton DL, Fuchs LS, Bryant J, Davis GN. Making "secondary intervention" work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities Reading and Writing. 21: 413-436. DOI: 10.1007/S11145-007-9083-9 |
0.409 |
|
| 2007 |
Sáenz LM, McMaster KL, Fuchs D, Fuchs LS. Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs Journal of Cognitive Education and Psychology. 6: 395-410. DOI: 10.1891/194589507787382089 |
0.81 |
|
| 2007 |
Fuchs LS, Fuchs D, Compton DL, Bryant JD, Hamlett CL, Seethaler PM. Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention Exceptional Children. 73: 311-330. DOI: 10.1177/001440290707300303 |
0.762 |
|
| 2007 |
Cirino PT, Fletcher JM, Ewing-Cobbs L, Barnes MA, Fuchs LS. Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention Learning Disabilities Research & Practice. 22: 25-35. DOI: 10.1111/J.1540-5826.2007.00228.X |
0.439 |
|
| 2007 |
Fuchs LS, Fuchs D, Hollenbeck KN. Extending Responsiveness to Intervention to Mathematics at First and Third Grades Learning Disabilities Research and Practice. 22: 13-24. DOI: 10.1111/J.1540-5826.2007.00227.X |
0.48 |
|
| 2007 |
Fuchs LS, Fuchs D, Hamlett CL. Using curriculum-based measurement to inform reading instruction Reading and Writing. 20: 553-567. DOI: 10.1007/S11145-007-9051-4 |
0.388 |
|
| 2006 |
Fuchs LS, Fuchs D, Hamlet CL, Powell SR, Capizzi AM, Seethaler PM. The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of Learning Disabilities. 39: 467-75. PMID 17004677 DOI: 10.1177/00222194060390050701 |
0.814 |
|
| 2006 |
Kame’enui EJ, Fuchs L, Francis DJ, Good R, O’Connor RE, Simmons DC, Tindal G, Torgesen JK. The Adequacy of Tools for Assessing Reading Competence: A Framework and Review Educational Researcher. 35: 3-11. DOI: 10.3102/0013189X035004003 |
0.419 |
|
| 2006 |
Fuchs D, Fuchs LS. Introduction to response to intervention: What, why, and how valid is it? Reading Research Quarterly. 41: 93-99. DOI: 10.1598/Rrq.41.1.4 |
0.38 |
|
| 2006 |
Vaughn S, Fuchs LS. A Response to “Competing Views: A Dialogue on Response to Intervention”: Why Response to Intervention Is Necessary but Not Sufficient for Identifying Students With Learning Disabilities Assessment For Effective Intervention. 32: 58-61. DOI: 10.1177/15345084060320010801 |
0.38 |
|
| 2006 |
Fuchs LS, Fuchs D, Hamlett CL, Hope SK, Hollenbeck KN, Capizzi AM, Craddock CF, Brothers RL. Extending Responsiveness-to-Intervention to Math Problem-Solving at Third Grade Teaching Exceptional Children. 38: 59-63. DOI: 10.1177/004005990603800409 |
0.794 |
|
| 2006 |
Seethaler PM, Fuchs LS. The Cognitive Correlates of Computational Estimation Skill Among Third-Grade Students Learning Disabilities Research & Practice. 21: 233-243. DOI: 10.1111/J.1540-5826.2006.00220.X |
0.751 |
|
| 2006 |
Fuchs LS, Fuchs D, Finelli R, Courey SJ, Hamlett CL, Sones EM, Hope SK. Teaching third graders about reallife mathematical problem solving: A randomized controlled study Elementary School Journal. 106: 293-311. DOI: 10.1086/503633 |
0.837 |
|
| 2006 |
McMaster KL, Fuchs D, Fuchs LS. Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction Reading & Writing Quarterly. 22: 5-25. DOI: 10.1080/10573560500203491 |
0.446 |
|
| 2006 |
Compton DL, Fuchs D, Fuchs LS, Bryant JD. Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures Journal of Educational Psychology. 98: 394-409. DOI: 10.1037/0022-0663.98.2.394 |
0.36 |
|
| 2006 |
Fuchs LS, Fuchs D, Compton DL, Powell SR, Seethaler PM, Capizzi AM, Schatschneider C, Fletcher JM. The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems Journal of Educational Psychology. 98: 29-43. DOI: 10.1037/0022-0663.98.1.29 |
0.806 |
|
| 2005 |
Capizzi AM, Fuchs LS. Effects of curriculum-based measurement with and without diagnostic feedback on teacher planning Remedial and Special Education. 26: 159-174. DOI: 10.1177/07419325050260030401 |
0.82 |
|
| 2005 |
Fuchs LS, Fuchs D, Courey SJ. Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving: Assessment For Effective Intervention. 30: 33-46. DOI: 10.1177/073724770503000204 |
0.804 |
|
| 2005 |
Dion E, Fuchs D, Fuchs LS. Differential effects of peer-assisted learning strategies on students' social preference and friendship making Behavioral Disorders. 30: 421-429. DOI: 10.1177/019874290503000404 |
0.368 |
|
| 2005 |
Fuchs D, Fuchs LS. Responsiveness-To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents: Teaching Exceptional Children. 38: 57-61. DOI: 10.1177/004005990503800112 |
0.468 |
|
| 2005 |
Fuchs LS, Fuchs D. Enhancing mathematical problem solving for students with disabilities Journal of Special Education. 39: 45-57. DOI: 10.1177/00224669050390010501 |
0.474 |
|
| 2005 |
Fuchs D, Fuchs LS. Peer-assisted learning strategies: Promoting word recognition, fluency, and reading comprehension in young children Journal of Special Education. 39: 34-44. DOI: 10.1177/00224669050390010401 |
0.397 |
|
| 2005 |
McMaster KL, Fuchs D, Fuchs LS, Compton DL. Responding to nonresponders: An experimental field trial of identification and intervention methods Exceptional Children. 71: 445-463. DOI: 10.1177/001440290507100404 |
0.381 |
|
| 2005 |
Sáenz LM, Fuchs LS, Fuchs D. Peer-assisted learning strategies for english language learners with learning disabilities Exceptional Children. 71: 231-247. DOI: 10.1177/001440290507100302 |
0.828 |
|
| 2005 |
Seethaler PM, Fuchs LS. A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions Learning Disabilities Research and Practice. 20: 98-102. DOI: 10.1111/J.1540-5826.2005.00125.X |
0.746 |
|
| 2005 |
Fuchs LS, Compton DL, Fuchs D, Paulsen K, Bryant JD, Hamlett CL. The prevention, identification, and cognitive determinants of math difficulty Journal of Educational Psychology. 97: 493-513. DOI: 10.1037/0022-0663.97.3.493 |
0.396 |
|
| 2005 |
Stecker PM, Fuchs LS, Fuchs D. Using curriculum-based measurement to improve student achievement: Review of research Psychology in the Schools. 42: 795-819. DOI: 10.1002/Pits.20113 |
0.512 |
|
| 2005 |
Hosp MK, Fuchs LS. Using CBM as an indicator of decoding, word reading, and comprehension: Do the relations change with grade? School Psychology Review. 34: 9-26. |
0.389 |
|
| 2004 |
Fuchs LS, Fuchs D, Prentice K. Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability. Journal of Learning Disabilities. 37: 293-306. PMID 15493402 DOI: 10.1177/00222194040370040201 |
0.485 |
|
| 2004 |
Fuchs LS, Fuchs D, Finelli R, Courey SJ, Hamlett CL. Expanding schema-based transfer instruction to help third graders solve real-life mathematical problems American Educational Research Journal. 41: 419-445. DOI: 10.3102/00028312041002419 |
0.817 |
|
| 2004 |
Fuchs D, Fuchs LS, Compton DL. Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria Learning Disability Quarterly. 27: 216-227. DOI: 10.2307/1593674 |
0.419 |
|
| 2004 |
Dion E, Morgan PL, Fuchs D, Fuchs LS. The Promise and Limitations of Reading Instruction in the Mainstream: The Need for a Multilevel Approach Exceptionality. 12: 163-173. DOI: 10.1207/S15327035Ex1203_4 |
0.399 |
|
| 2004 |
Fuchs LS, Fuchs D. Determining Adequate Yearly Progress from Kindergarten Through Grade 6 with Curriculum-Based Measurement: Assessment For Effective Intervention. 29: 25-37. DOI: 10.1177/073724770402900405 |
0.41 |
|
| 2004 |
Fuchs LS, Fuchs D, Compton DL. Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency Exceptional Children. 71: 7-21. DOI: 10.1177/001440290407100101 |
0.391 |
|
| 2004 |
Fuchs LS, Fuchs D, Prentice K, Hamlett CL, Finelli R, Courey SJ. Enhancing mathematical problem solving among third-grade students with schema-based instruction Journal of Educational Psychology. 96: 635-647. DOI: 10.1037/0022-0663.96.4.635 |
0.843 |
|
| 2003 |
Calhoon MB, Fuchs LS. The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities Remedial and Special Education. 24: 235-245. DOI: 10.1177/07419325030240040601 |
0.523 |
|
| 2003 |
Fuchs LS, Fuchs D, Hosp MK, Hamlett CL. The Potential for Diagnostic Analysis within Curriculum-Based Measurement: Assessment For Effective Intervention. 28: 13-22. DOI: 10.1177/073724770302800303 |
0.808 |
|
| 2003 |
Jenkins JR, Fuchs LS, Broek PVD, Espin C, Deno SL. Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels Learning Disabilities Research and Practice. 18: 237-245. DOI: 10.1111/1540-5826.00078 |
0.48 |
|
| 2003 |
Fuchs LS. Assessing intervention responsiveness: Conceptual and technical issues. Learning Disabilities Research and Practice. 18: 172-186. DOI: 10.1111/1540-5826.00073 |
0.431 |
|
| 2003 |
Vaughn S, Fuchs LS. Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems Learning Disabilities Research and Practice. 18: 137-146. DOI: 10.1111/1540-5826.00070 |
0.462 |
|
| 2003 |
Jenkins JR, Fuchs LS, Van den Broek P, Espin C, Deno SL. Sources of Individual Differences in Reading Comprehension and Reading Fluency Journal of Educational Psychology. 95: 719-729. DOI: 10.1037/0022-0663.95.4.719 |
0.395 |
|
| 2003 |
Fuchs LS, Fuchs D, Prentice K, Burch M, Hamlett CL, Owen R, Schroeter K. Enhancing third-grade students' mathematical problem solving with self-regulated learning strategies Journal of Educational Psychology. 95: 306-315. DOI: 10.1037/0022-0663.95.2.306 |
0.482 |
|
| 2003 |
Fuchs LS, Fuchs D, Prentice K, Burch M, Hamlett CL, Owen R, Hosp M, Jancek D. Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving Journal of Educational Psychology. 95: 293-305. DOI: 10.1037/0022-0663.95.2.293 |
0.82 |
|
| 2002 |
Fuchs LS, Fuchs D. Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities. Journal of Learning Disabilities. 35: 563-73. PMID 15493253 DOI: 10.1177/00222194020350060701 |
0.459 |
|
| 2002 |
Fuchs LS, Fuchs D, Speece DL. Treatment validity as a unifying construct for identifying learning disabilities Learning Disability Quarterly. 25: 33-45. DOI: 10.2307/1511189 |
0.416 |
|
| 2002 |
Fuchs LS, Fuchs D. Computer Applications to Curriculum-based Measurement Special Services in the Schools. 17: 1-14. DOI: 10.1300/J008V17N01_01 |
0.467 |
|
| 2002 |
Fuchs LS, Fuchs D. Curriculum-Based Measurement: Describing Competence, Enhancing Outcomes, Evaluating Treatment Effects, and Identifying Treatment Nonresponders. Peabody Journal of Education. 77: 64-84. DOI: 10.1207/S15327930Pje7702_6 |
0.357 |
|
| 2002 |
Owen RL, Fuchs LS. Mathematical problem-solving strategy instruction for third-grade students with learning disabilities Remedial and Special Education. 23: 268-278. DOI: 10.1177/07419325020230050201 |
0.74 |
|
| 2002 |
Sáenz LM, Fuchs LS. Examining the reading difficulty of secondary students with learning disabilities: Expository versus narrative text Remedial and Special Education. 23: 31-41. DOI: 10.1177/074193250202300105 |
0.828 |
|
| 2002 |
McMaster K, Fuchs D, Fuchs LS, Compton DL. Monitoring the Academic Progress of Children Who Are Unresponsive to Generally Effective Early Reading Intervention Assessment For Effective Intervention. 27: 23-33. DOI: 10.1177/073724770202700404 |
0.399 |
|
| 2002 |
Fuchs D, Fuchs LS, Thompson A, Otaiba SA, Yen L, Yang NJ, Braun M, O'Connor RE. Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms Exceptional Children. 68: 295-311. DOI: 10.1177/001440290206800301 |
0.413 |
|
| 2002 |
Fuchs D, Fuchs LS, Mathes PG, Martinez EA. Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms Learning Disabilities Research and Practice. 17: 205-215. DOI: 10.1111/1540-5826.00046 |
0.437 |
|
| 2002 |
Fuchs LS, Fuchs D, Hamlett CL, Appleton AC. Explicitly Teaching for Transfer: Effects on the Mathematical Problem-Solving Performance of Students with Mathematics Disabilities. Learning Disabilities Research and Practice. 17: 90-106. DOI: 10.1111/1540-5826.00036 |
0.499 |
|
| 2002 |
Fuchs LS, Fuchs D, Yazdian L, Powell SR. Enhancing first-grade children's mathematical development with peer-assisted learning strategies School Psychology Review. 31: 569-583. |
0.397 |
|
| 2001 |
Gersten R, Fuchs LS, Williams JP, Baker S. Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research Review of Educational Research. 71: 279-320. DOI: 10.3102/00346543071002279 |
0.486 |
|
| 2001 |
Fuchs LS, Fuchs D, Hosp MK, Jenkins JR. Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis Scientific Studies of Reading. 5: 239-256. DOI: 10.1207/S1532799Xssr0503_3 |
0.793 |
|
| 2001 |
Fuchs D, Fuchs LS, Thompson A, Svenson E, Yen L, Al Otaiba S, Yang N, Mcmaster KN, Prentice K, Kazdan S, Saenz L. Peer-Assisted Learning Strategies in Reading Remedial and Special Education. 22: 15-21. DOI: 10.1177/074193250102200103 |
0.807 |
|
| 2001 |
Fuchs D, Fuchs LS, Otaiba SA, Thompson A, Yen L, McMaster KN, Svenson E, Yang NJ. K-PALS Helping Kindergartners with Reading Readiness: Teachers and Researchers in Partnerships: Teaching Exceptional Children. 33: 76-80. DOI: 10.1177/004005990103300411 |
0.335 |
|
| 2001 |
Fuchs LS, Fuchs D, Karns K, Yazdian L, Powell S. Creating a Strong Foundation for Mathematics Learning with Kindergarten Peer-Assisted Learning Strategies Teaching Exceptional Children. 33: 84-87. DOI: 10.1177/004005990103300313 |
0.615 |
|
| 2001 |
Fuchs LS, Fuchs D. Helping Teachers Formulate Sound Test Accommodation Decisions for Students with Learning Disabilities. Learning Disabilities Research and Practice. 16: 174-181. DOI: 10.1111/0938-8982.00018 |
0.48 |
|
| 2001 |
Fuchs LS, Fuchs D. Principles for the Prevention and Intervention of Mathematics Difficulties Learning Disabilities Research and Practice. 16: 85-95. DOI: 10.1111/0938-8982.00010 |
0.354 |
|
| 2001 |
Fuchs LS, Fuchs D, Karns K. Enhancing kindergartners' mathematical development: Effects of peer-assisted learning strategies Elementary School Journal. 101: 507-510. DOI: 10.1086/499684 |
0.468 |
|
| 2001 |
Fuchs D, Fuchs LS, Thompson A, Otaiba SA, Yen L, Yang NJ, Braun M, O'Connor RE. Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers Journal of Educational Psychology. 93: 251-267. DOI: 10.1037/0022-0663.93.2.251 |
0.377 |
|
| 2001 |
Deno SL, Fuchs LS, Marston D, Shin J. Using curriculum-based measurement to establish growth standards for students with learning disabilities School Psychology Review. 30: 507-524. |
0.321 |
|
| 2000 |
Calhoon MB, Fuchs LS, Hamlett CL. Effects of computer-based test accommodations on mathematics performance assessments for secondary students with learning disabilities Learning Disability Quarterly. 23: 271-282. DOI: 10.2307/1511349 |
0.489 |
|
| 2000 |
Stecker PM, Fuchs LS. Effecting Superior Achievement Using Curriculum-based Measurement: The Importance of Individual Progress Monitoring. Learning Disabilities Research and Practice. 15: 128-134. DOI: 10.1207/Sldrp1503_2 |
0.513 |
|
| 2000 |
Fuchs D, Fuchs LS, Burish P. Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement Learning Disabilities Research and Practice. 15: 85-91. DOI: 10.1207/Sldrp1502_4 |
0.46 |
|
| 2000 |
Fuchs LS, Fuchs D, Karns K, Hamlett CL, Dutka S, Katzaroff M. The Importance of Providing Background Information on the Structure and Scoring of Performance Assessments Applied Measurement in Education. 13: 1-34. DOI: 10.1207/S15324818Ame1301_1 |
0.463 |
|
| 2000 |
Fuchs LS, Fuchs D, Eaton SB, Hamlett C, Binkley E, Crouch R. Using objective data sources to enhance teacher judgments about test accommodations Exceptional Children. 67: 67-81. DOI: 10.1177/001440290006700105 |
0.495 |
|
| 2000 |
Fuchs LS, Fuchs D, Kazdan S, Karns K, Calhoon MB, Hamlett CL, Hewlett S. Effects of workgroup structure and size on student productivity during collaborative work on complex tasks Elementary School Journal. 100. DOI: 10.1086/499639 |
0.448 |
|
| 2000 |
Fuchs LS, Fuchs D, Eaton SB, Hamlett CL, Karns KM. Supplementing teacher judgments of mathematics test accommodations with objective data sources School Psychology Review. 29: 65-85. DOI: 10.1080/02796015.2000.12085998 |
0.438 |
|
| 1999 |
Fuchs LS, Fuchs D, Karns K, Hamlett CL, Katzaroff M. Mathematics performance assessment in the classroom: Effects on teacher planning and student problem solving American Educational Research Journal. 36: 609-646. DOI: 10.3102/00028312036003609 |
0.521 |
|
| 1999 |
Fuchs LS, Fuchs D, Kazdan S. Effects of peer-assisted learning strategies on high school students with serious reading problems Remedial and Special Education. 20: 309-318. DOI: 10.1177/074193259902000507 |
0.539 |
|
| 1999 |
Fuchs LS, Fuchs D, Kazdan S, Allen S. Effects of peer-assisted learning strategies in reading with and without training in elaborated help giving Elementary School Journal. 99: 200-219. DOI: 10.1086/461923 |
0.518 |
|
| 1999 |
Fuchs LS, Fuchs D. Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment School Psychology Review. 28: 659-671. |
0.378 |
|
| 1998 |
Mathes PG, Fuchs D, Roberts PH, Fuchs LS. Preparing Students with Special Needs for Reintegration: Curriculum-Based Measurement's Impact on Transenvironmental Programming Journal of Learning Disabilities. 31: 615-624. PMID 9813961 DOI: 10.1177/002221949803100613 |
0.454 |
|
| 1998 |
Fuchs LS, Fuchs D, Hamlett CL, Karns K. High-achieving students' interactions and performance on complex mathematical tasks as a function of homogeneous and heterogeneous pairings American Educational Research Journal. 35: 227-267. DOI: 10.3102/00028312035002227 |
0.413 |
|
| 1998 |
Fuchs LS, Fuchs D. General educators' instructional adaptation for students with learning disabilities Learning Disability Quarterly. 21: 23-33. DOI: 10.2307/1511370 |
0.422 |
|
| 1998 |
Fuchs D, Fuchs LS. Respecting the importance of science and practice: A pragmatic view Learning Disability Quarterly. 21: 281-287. DOI: 10.2307/1511174 |
0.35 |
|
| 1998 |
Eaton SB, Fuchs LS, Snook-Hill M. Personal-Space Preference among Male Elementary and High School Students with and without Visual Impairments: Journal of Visual Impairment & Blindness. 92. DOI: 10.1177/0145482X9809201105 |
0.364 |
|
| 1998 |
Fuchs LS, Fuchs D, Karns K, Hamlett C, Katzaroff M, Dutka S. Comparisons among individual and cooperative performance assessments and other measures of mathematics competence Elementary School Journal. 99: 23-51. DOI: 10.1086/461915 |
0.461 |
|
| 1998 |
Fuchs D, Fuchs LS. Competing Visions for Educating Students with Disabilities: Inclusion Versus Full Inclusion. Childhood Education. 74: 309-316. DOI: 10.1080/00094056.1998.10521956 |
0.418 |
|
| 1997 |
Fuchs LS, Fuchs D, Karns K, Hamlett CL, Katzaroff M, Dutka S. Effects of task-focused goals on low-achieving students with and without learning disabilities American Educational Research Journal. 34: 513-543. DOI: 10.3102/00028312034003513 |
0.443 |
|
| 1997 |
Fuchs D, Fuchs LS, Mathes PG, Simmons DC. Peer-assisted learning strategies: Making classrooms more responsive to diversity American Educational Research Journal. 34: 174-206. DOI: 10.3102/00028312034001174 |
0.511 |
|
| 1997 |
Fuchs LS, Fuchs D. Use of Curriculum-Based Measurement in Identifying Students with Disabilities Focus On Exceptional Children. 30. DOI: 10.17161/Foec.V30I3.6758 |
0.462 |
|
| 1997 |
Mathes PG, Fuchs D, Fuchs LS. Cooperative story mapping Remedial and Special Education. 18: 20-27. DOI: 10.1177/074193259701800105 |
0.428 |
|
| 1997 |
Fuchs LS, Fuchs D, Hamlett CL, Phillips NB, Karns K, Dutka S. Enhancing Students' Helping Behavior during Peer-Mediated Instruction with Conceptual Mathematical Explanations Elementary School Journal. 97: 223-249. DOI: 10.1086/461863 |
0.495 |
|
| 1996 |
Fuchs LS, Fuchs D, Karns K, Hamlett CL, Dutka S, Katzaroff M. The relation between student ability and the quality and effectiveness of explanations American Educational Research Journal. 33: 631-664. DOI: 10.3102/00028312033003631 |
0.482 |
|
| 1996 |
Bentz JL, Fuchs LS. Improving peers' helping behavior to students with learning disabilities during mathematics peer tutoring Learning Disability Quarterly. 19: 202-215. DOI: 10.2307/1511207 |
0.462 |
|
| 1996 |
Fuchs D, Fuchs LS. Consultation as a technology and the politics of school reform: Reaction to the issue Remedial and Special Education. 17: 386-392. DOI: 10.1177/074193259601700610 |
0.334 |
|
| 1995 |
Locke WR, Fuchs LS. Effects of Peer-Mediated Reading Instruction on the On-Task Behavior and Social Interaction of Children with Behavior Disorders: Journal of Emotional and Behavioral Disorders. 3: 92-99. DOI: 10.1177/106342669500300204 |
0.383 |
|
| 1995 |
Mathes PG, Fuchs D, Fuchs LS. Accommodating Diversity Through Peabody Classwide Peer Tutoring Intervention in School and Clinic. 31: 46-50. DOI: 10.1177/105345129503100108 |
0.319 |
|
| 1995 |
Fuchs LS, Fuchs D, Hamlett CL, Phillips NB, Karns K. General Educators’ Specialized Adaptation for Students with Learning Disabilities Exceptional Children. 61: 440-459. DOI: 10.1177/001440299506100504 |
0.493 |
|
| 1995 |
Deno SL, Fuchs LS. Counterpoint: Much Ado about Something (Though We're Not Sure It's Our Article): A Reply to Howell and Evans Exceptional Children. 61: 397-398. DOI: 10.1177/001440299506100408 |
0.446 |
|
| 1995 |
Simmons DC, Fuchs LS, Fuchs D, Mathes P, Hodge JP. Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms Elementary School Journal. 95: 387-408. DOI: 10.1086/461851 |
0.504 |
|
| 1995 |
Simmons D, Baker J, Fuchs L, Fuchs D, Zigmond N. Teacher‐Directed Reading Instruction In The Mainstream: A Call For Instructional Reform Reading & Writing Quarterly. 11: 19-36. DOI: 10.1080/1057356950110103 |
0.496 |
|
| 1995 |
Zigmond N, Jenkins J, Fuchs D, Deno S, Fuchs LS. When Students Fail to Achieve Satisfactorily: A Reply to McLeskey and Waldron Phi Delta Kappan. 77: 303-306. |
0.327 |
|
| 1994 |
Phillips NB, Fuchs LS, Fuchs D. Effects of classwide curriculum-based measurement and peer tutoring: a collaborative researcher-practitioner interview study Journal of Learning Disabilities. 27: 420-434. PMID 7930936 DOI: 10.1177/002221949402700703 |
0.427 |
|
| 1994 |
Fuchs LS, Fuchs D, Bentz J, Phillips NB, Hamlett CL. The Nature of Student Interactions During Peer Tutoring With and Without Prior Training and Experience American Educational Research Journal. 31: 75-103. DOI: 10.3102/00028312031001075 |
0.43 |
|
| 1994 |
Fuchs LS, Fuchs D, Hamlett CL, Thompson A, Roberts PH, Kubek P, Stecker PM. Technical Features of a Mathematics Concepts and Applications Curriculum-Based Measurement System Assessment For Effective Intervention. 19: 23-49. DOI: 10.1177/073724779401900403 |
0.331 |
|
| 1994 |
Fuchs D, Fuchs LS. Counterpoint: Special Education—Ineffective? Immoral? Exceptional Children. 61: 303-306. DOI: 10.1177/001440299506100309 |
0.424 |
|
| 1994 |
Fuchs LS, Deno SL. Must Instructionally Useful Performance Assessment Be Based in the Curriculum? Exceptional Children. 61: 15-24. DOI: 10.1177/001440299406100103 |
0.419 |
|
| 1994 |
Fuchs LS, Fuchs D, Hamlett CL, Phillips NB, Bentz J. Classwide Curriculum-Based Measurement: Helping General Educators Meet the Challenge of Student Diversity Exceptional Children. 60: 518-537. DOI: 10.1177/001440299406000605 |
0.479 |
|
| 1994 |
Fuchs LS, Fuchs D, Phillips N. The Relation between Teachers' Beliefs about the Importance of Good Student Work Habits, Teacher Planning, and Student Achievement Elementary School Journal. 94: 331-345. DOI: 10.1086/461770 |
0.498 |
|
| 1994 |
Allinder RM, Fuchs LS. Alternative Ways of Analyzing Effects of a Short School Break on Students with and without Disabilities. School Psychology Quarterly. 9: 145-160. DOI: 10.1037/H0088851 |
0.431 |
|
| 1993 |
Fuchs D, Fuchs LS, Fernstrom P. A Conservative Approach to Special Education Reform: Mainstreaming Through Transenvironmental Programming and Curriculum-Based Measurement: American Educational Research Journal. 30: 149-177. DOI: 10.3102/00028312030001149 |
0.434 |
|
| 1993 |
Bahr MW, Fuchs D, Fuchs LS, Peabody G, Fernstrom P, Stecker PM. Reflections on “Effectiveness of Student Versus Teacher Monitoring During Prereferral Intervention” Exceptionality. 4: 55-58. DOI: 10.1207/S15327035Ex0401_5 |
0.428 |
|
| 1993 |
Bahr MW, Fuchs D, Fuchs LS, Fernstrom P, Stecker PM. Effectiveness of Student Versus Teacher Monitoring During Prereferral Intervention Exceptionality. 4: 17-30. DOI: 10.1207/S15327035Ex0401_2 |
0.478 |
|
| 1993 |
Bentz JL, Fuchs LS. Teacher judgment of student mastery of math skills Assessment For Effective Intervention. 18: 219-232. DOI: 10.1177/153450849301800304 |
0.481 |
|
| 1993 |
Taylor RL, Tindal G, Fuchs L, Bryant BR. Assessment in the Nineties Diagnostique. 18: 113-122. DOI: 10.1177/153450849301800202 |
0.335 |
|
| 1993 |
Fuchs LS, Fuchs D. Effects of Systematic Observation and Feedback on Teachers' Implementation of Curriculum-Based Measurement Teacher Education and Special Education. 16: 178-187. DOI: 10.1177/088840649301600210 |
0.364 |
|
| 1993 |
Fuchs LS, Fuchs D. Writing Research Reports for Publication: Recommendations for New Authors Remedial and Special Education. 14: 39-46. DOI: 10.1177/074193259301400308 |
0.349 |
|
| 1993 |
Fuchs LS, Fuchs D, Hamlett CL. Technological Advances Linking the Assessment of Students' Academic Proficiency to Instructional Planning: Journal of Special Education Technology. 12: 49-62. DOI: 10.1177/016264349301200104 |
0.417 |
|
| 1992 |
Fuchs D, Fuchs LS, Dulan J, Roberts H, Fernstrom P. Where Is the Research on Consultation Effectiveness? Journal of Educational and Psychological Consultation. 3: 151-174. DOI: 10.1207/S1532768Xjepc0302_5 |
0.368 |
|
| 1992 |
Fuchs LS, Fuchs D, Bishop N, Hamlett CL. Classwide Decision-Making Strategies with Curriculum-Based Measurement: Assessment For Effective Intervention. 18: 39-52. DOI: 10.1177/153450849201800105 |
0.448 |
|
| 1992 |
Fuchs LS, Fuchs D, Hamlett CL, Ferguson C. Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task Exceptional Children. 58: 436-450. DOI: 10.1177/001440299205800507 |
0.83 |
|
| 1992 |
Allinder RM, Fuchs LS, Fuchs D, Hamlett CL. Effects of Summer Break on Math and Spelling Performance as a Function of Grade Level Elementary School Journal. 92: 451-460. DOI: 10.1086/461701 |
0.483 |
|
| 1992 |
Fuchs D, Fuchs LS, Fernstrom P. Case-by-Case Reintegration of Students with Learning Disabilities Elementary School Journal. 92: 261-281. DOI: 10.1086/461692 |
0.418 |
|
| 1992 |
Fuchs LS, Fuchs D, Bishop N. Instructional Adaptation for Students at Risk Journal of Educational Research. 86: 70-84. DOI: 10.1080/00220671.1992.9941143 |
0.508 |
|
| 1991 |
Simmons DC, Fuchs D, Fuchs LS. Instructional and curricular requisites of mainstreamed students with learning disabilities. Journal of Learning Disabilities. 24: 354-60, 353. PMID 1940594 |
0.412 |
|
| 1991 |
Fuchs LS, Deno SL. Effects of curriculum within curriculum-based measurement. Exceptional Children. 58: 232-243. PMID 1813311 DOI: 10.1177/001440299105800306 |
0.473 |
|
| 1991 |
Fuchs LS, Hamlett DFCL, Stecker PM. Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations American Educational Research Journal. 28: 617-641. DOI: 10.3102/00028312028003617 |
0.498 |
|
| 1991 |
Whinnery KW, Fuchs LS, Fuchs D. General, Special, and Remedial Teachers’ Acceptance of Behavioral and Instructional Strategies for Mainstreaming Students with Mild Handicaps Remedial and Special Education. 12: 6-17. DOI: 10.1177/074193259101200403 |
0.301 |
|
| 1991 |
Fuchs D, Fuchs LS, Fernstrom P, Hohn M. Toward a Responsible Reintegration of Behaviorally Disordered Students Behavioral Disorders. 16: 133-147. DOI: 10.1177/019874299101600206 |
0.427 |
|
| 1991 |
Ferguson CL, Fuchs LS. Scoring Accuracy within Curriculum-Based Measurement: A Comparison of Teachers and Microcomputer Applications Journal of Special Education Technology. 11: 26-32. DOI: 10.1177/016264349101100103 |
0.779 |
|
| 1991 |
Fuchs LS, Fuchs D, Hamlett CL, Allinder RM. The Contribution of Skills Analysis to Curriculum-Based Measurement in Spelling Exceptional Children. 57: 443-452. DOI: 10.1177/001440299105700507 |
0.449 |
|
| 1990 |
Fuchs D, Fuchs LS, Bahr MW, Fernstrom P, Stecker PM. Prereferral Intervention: A Prescriptive Approach Exceptional Children. 56: 493-513. PMID 2332022 DOI: 10.1177/001440299005600602 |
0.506 |
|
| 1990 |
Fuchs D, Fuchs LS, Bahr MW. Mainstream assistance teams: a scientific basis for the art of consultation Exceptional Children. 57: 128-139. PMID 2249704 |
0.314 |
|
| 1990 |
Fuchs D, Fuchs L, Bahr M, Reeder P, Gilman S, Fernstrom P, Roberts H. Prereferral Intervention to Increase Attention and Work Productivity Among Difficult-To-Teach Pupils Focus On Exceptional Children. 22. DOI: 10.17161/Foec.V22I6.7522 |
0.304 |
|
| 1990 |
Fuchs LS, Fuchs D, Hamlett CL. Curriculum-based measurement: A standardized, long-term goal approach to monitoring student progress Intervention in School and Clinic. 25: 615-631. DOI: 10.1177/105345129002500508 |
0.426 |
|
| 1990 |
Fuchs D, Fuchs L, Gilman S, Reeder P, Fernstrom P, Roberts H, Bahr M. Prereferral intervention through teacher consultation: Mainstream assistance teams Intervention in School and Clinic. 25: 263-276. DOI: 10.1177/105345129002500301 |
0.343 |
|
| 1989 |
Fuchs D, Fuchs LS. Effects of Examiner Familiarity on Black, Caucasian, and Hispanic Children: A Meta-Analysis Exceptional Children. 55: 303-308. PMID 2914572 DOI: 10.1177/001440298905500403 |
0.339 |
|
| 1989 |
Fuchs LS, Bahr CM, Rieth HJ. Effects of goal structures and performance contingencies on the math performance of adolescents with learning disabilities Journal of Learning Disabilities. 22: 554-560. PMID 2681488 |
0.333 |
|
| 1989 |
Fuchs LS, Fuchs D, Stecker PM. Effects of curriculum-based measurement on teachers' instructional planning Journal of Learning Disabilities. 22: 51-59. PMID 2649628 DOI: 10.1177/002221948902200110 |
0.464 |
|
| 1989 |
Fuchs LS, Fuchs D, Hamlett CL. Effects of Instrumental Use of Curriculum-Based Measurement to Enhance Instructional Programs Remedial and Special Education. 10: 43-52. DOI: 10.1177/074193258901000209 |
0.391 |
|
| 1989 |
Fuchs LS, Fuchs D, Hamlett CL. Effects of Alternative Goal Structures within Curriculum-Based Measurement Exceptional Children. 55: 429-438. DOI: 10.1177/001440298905500506 |
0.461 |
|
| 1989 |
Fuchs LS, Fuchs D, Hamlett CL. Monitoring Reading Growth Using Student Recalls: Effects of Two Teacher Feedback Systems Journal of Educational Research. 83: 103-110. DOI: 10.1080/00220671.1989.10885938 |
0.472 |
|
| 1988 |
Fuchs D, Fuchs LS. Evaluation of the Adaptive Learning Environments Model Exceptional Children. 55: 115-127. PMID 3056727 DOI: 10.1177/001440298805500203 |
0.357 |
|
| 1988 |
Fuchs LS, Maxwell L. Interactive effects of reading mode, production format, and structural importance of text among LD pupils Learning Disability Quarterly. 11: 97-105. DOI: 10.2307/1510987 |
0.393 |
|
| 1988 |
Fuchs LS, Fuchs D. Curriculum-based measurement: A methodology for evaluating and improving student programs Assessment For Effective Intervention. 14: 3-13. DOI: 10.1177/153450848801400101 |
0.405 |
|
| 1988 |
Fuchs LS, Fuchs D, Maxwell L. The Validity of Informal Reading Comprehension Measures Remedial and Special Education. 9: 20-28. DOI: 10.1177/074193258800900206 |
0.369 |
|
| 1988 |
Fuchs LS. Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction. Journal of Special Education Technology. 9: 73-86. DOI: 10.1177/016264348800900202 |
0.428 |
|
| 1988 |
Fuchs D, Fuchs LS. Response to Wang and Walberg Exceptional Children. 55: 138-146. DOI: 10.1177/001440298805500205 |
0.386 |
|
| 1988 |
Fuchs LS. Effects of Computer-Managed Instruction on Teachers’ Implementation of Systematic Monitoring Programs and Student Achievement Journal of Educational Research. 81: 294-304. DOI: 10.1080/00220671.1988.10885838 |
0.425 |
|
| 1987 |
Fuchs D, Fuchs LS, Benowitz S, Barringer K. Norm-Referenced Tests: Are They Valid for Use with Handicapped Students? Exceptional Children. 54: 263-271. PMID 3678342 DOI: 10.1177/001440298705400309 |
0.315 |
|
| 1987 |
Deno SL, Fuchs LS. Developing Curriculum-Based Measurement Systems For Data-Based Special Education Problem Solving Focus On Exceptional Children. 19: 1-16. DOI: 10.17161/Foec.V19I8.7497 |
0.35 |
|
| 1987 |
Fuchs D, Fuchs LS, Power MH. Effects of Examiner Familiarity on LD and MR Students' Language Performance Remedial and Special Education. 8: 47-52. DOI: 10.1177/074193258700800407 |
0.405 |
|
| 1987 |
Fuchs LS, Fuchs D, Hamlett CL, Hasselbring TS. Using Computers with Curriculum-Based Monitoring: Effects on Teacher Efficiency and Satisfaction. Journal of Special Education Technology. 8: 14-27. DOI: 10.1177/016264348700800402 |
0.418 |
|
| 1986 |
Fuchs LS, Fuchs D. Effects of Systematic Formative Evaluation: A Meta-Analysis Exceptional Children. 53: 199-208. PMID 3792417 DOI: 10.1177/001440298605300301 |
0.329 |
|
| 1986 |
Wesson C, Fuchs L, Tindal E, Mirkin P, Deno SL. Facilitating the Efficiency of On-Going Curriculum-Based Measurement Teacher Education and Special Education: the Journal of the Teacher Education Division of the Council For Exceptional Children. 9: 166-172. DOI: 10.1177/088840648600900403 |
0.405 |
|
| 1986 |
Marston D, Fuchs LS, Deno SL. Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures Assessment For Effective Intervention. 11: 77-90. DOI: 10.1177/073724778601100203 |
0.465 |
|
| 1986 |
Fuchs LS, Fuchs D. The Relation between Methods of Graphing Student Performance Data and Achievement: A Meta-Analysis. Journal of Special Education Technology. 8: 5-13. DOI: 10.1177/016264348700800302 |
0.366 |
|
| 1986 |
Fuchs LS, Fuchs D, Tindal G. Effects of Mastery Learning Procedures on Student Achievement Journal of Educational Research. 79: 286-291. DOI: 10.1080/00220671.1986.10885693 |
0.413 |
|
| 1985 |
Fuchs LS, Fuchs D, Deno SL. Importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children. 52: 63-71. PMID 4043188 DOI: 10.1177/001440298505200108 |
0.495 |
|
| 1985 |
Fuchs D, Fuchs LS, Power MH, Dailey AM. Bias in the Assessment of Handicapped Children American Educational Research Journal. 22: 185-198. DOI: 10.3102/00028312022002185 |
0.363 |
|
| 1985 |
Fuchs D, Fuchs LS, Deno SL. Performance instability: An identifying characteristic of learning disabled children? Learning Disability Quarterly. 8: 19-26. DOI: 10.2307/1510904 |
0.474 |
|
| 1984 |
Fuchs LS, Deno SL, Mirkin PK. The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning American Educational Research Journal. 21: 449-460. DOI: 10.3102/00028312021002449 |
0.485 |
|
| 1984 |
Fuchs LS, Fuchs D, Deno SL. Sampling Passages and Student Behavior for IRIs: A Reply to Duffelmeyer Reading Research Quarterly. 19: 248. DOI: 10.2307/747370 |
0.384 |
|
| 1984 |
Fuchs LS, Fuchs D. Criterion-referenced assessment without measurement: How accurate for special education? Remedial and Special Education. 5: 29-32. DOI: 10.1177/074193258400500406 |
0.435 |
|
| 1984 |
Fuchs LS, Tindal G, Deno SL. Methodological Issues in Curriculum-Based Reading Assessment Assessment For Effective Intervention. 9: 191-207. DOI: 10.1177/073724778400900401 |
0.439 |
|
| 1984 |
Fuchs LS, Fuchs D. Examiner Accuracy during Protocol Completion Journal of Psychoeducational Assessment. 2: 101-108. DOI: 10.1177/073428298400200202 |
0.314 |
|
| 1984 |
Fuchs LS, Fuchs D. Teaching Beginning Reading Skills: A Unique Approach. Teaching Exceptional Children. 17: 48-53. DOI: 10.1177/004005998401700107 |
0.418 |
|
| 1984 |
Fuchs D, Featherstone NL, Garwick DR, Fuchs LS. Effects of Examiner Familiarity and Task Characteristics on Speech- and Language-Impaired Children's Test Performance Measurement and Evaluation in Guidance. 16: 196-204. DOI: 10.1080/00256307.1984.12022357 |
0.302 |
|
| 1983 |
Fuchs D, Fuchs LS, Garwick DR, Featherstone N. Test performance of language-handicapped children with familiar and unfamiliar examiners The Journal of Psychology. 114: 37-46. PMID 6864589 DOI: 10.1080/00223980.1983.9915393 |
0.349 |
|
| 1983 |
Fuchs D, Zern DS, Fuchs LS. A Microanalysis of Participant Behavior in Familiar and Unfamiliar Test Conditions Exceptional Children. 50: 75-77. PMID 6628487 DOI: 10.1177/001440298305000113 |
0.321 |
|
| 1983 |
Fuchs LS, Deno SL, Marston D. Improving the Reliability of Curriculum-Based Measures of Academic Skills for Psychoeducational Decision Making Assessment For Effective Intervention. 8: 135-149. DOI: 10.1177/073724778300800301 |
0.312 |
|
| 1982 |
Fuchs LS. Reliability and Validity of Curriculum-Based Informal Reading Inventories. Reading Research Quarterly. 18: 6-26. DOI: 10.2307/747536 |
0.382 |
|
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