Lynn S. Fuchs - Publications

Affiliations: 
Vanderbilt University, Nashville, TN 
Area:
Special Education, Technology of Education, Tests and Measurements Education, Mathematics Education

230 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
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  0.88
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  0.96
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  0.88
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  0.88
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  0.96
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  1
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  0.96
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  0.88
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  0.68
2019 Fuchs LS, Compton DL. Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. New Directions For Child and Adolescent Development. PMID 31046190 DOI: 10.1002/Cad.20287  0.68
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  0.96
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  0.88
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  0.88
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  0.88
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  0.88
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  1
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  0.88
2018 Child AE, Cirino PT, Fletcher JM, Willcutt EG, Fuchs LS. A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills. Journal of Learning Disabilities. 22219418775115. PMID 29779434 DOI: 10.1177/0022219418775115  0.84
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  0.96
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  0.48
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  0.84
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  0.32
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  0.88
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  1
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  1
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  0.48
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  0.84
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  1
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  1
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  1
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  1
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  1
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  1
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  0.88
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  1
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  1
2015 Powell SR, Fuchs LS. Intensive Intervention in Mathematics Learning Disabilities Research and Practice. 30: 182-192. DOI: 10.1111/Ldrp.12087  1
2015 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. DOI: 10.1037/edu0000055  0.48
2015 Fuchs LS, Fuchs D, Malone AS. Multilevel response-to-intervention prevention systems: Mathematics intervention at tier 2 Handbook of Response to Intervention: the Science and Practice of Multi-Tiered Systems of Support: Second Edition. 309-328. DOI: 10.1007/978-1-4899-7568-3_18  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
2013 Vaughn S, Fuchs LS. Staying Within One's Data to Make Recommendations for Practice in Primary Educational Research Journals Educational Psychology Review. 25: 339-343. DOI: 10.1007/S10648-013-9232-4  1
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  1
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  1
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  1
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  1
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  1
2012 Fuchs LS, Vaughn S. Responsiveness-to-intervention: a decade later. Journal of Learning Disabilities. 45: 195-203. PMID 22539056 DOI: 10.1177/0022219412442150  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
2010 Seethaler PM, Fuchs LS. The predictive utility of kindergarten screening for math difficulty Exceptional Children. 77: 37-59. DOI: 10.1177/001440291007700102  1
2010 Fuchs LS, Fuchs D. Progress monitoring International Encyclopedia of Education. 102-110. DOI: 10.1016/B978-0-08-044894-7.00894-0  1
2010 Fuchs LS, Fuchs D, Compton DL. Rethinking response to intervention at middle and high school School Psychology Review. 39: 22-28.  1
2010 Fuchs D, Fuchs LS, Stecker PM. The "blurring" of special education in a new continuum of general education placements and services Exceptional Children. 76: 301-323.  1
2009 Varol HA, Mani S, Compton DL, Fuchs LS, Fuchs D. Early prediction of reading disability using machine learning. Amia ... Annual Symposium Proceedings / Amia Symposium. Amia Symposium. 2009: 667-71. PMID 20351938  1
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  1
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  1
2009 Davis N, Cannistraci CJ, Rogers BP, Gatenby JC, Fuchs LS, Anderson AW, Gore JC. The neural correlates of calculation ability in children: an fMRI study. Magnetic Resonance Imaging. 27: 1187-97. PMID 19570639 DOI: 10.1016/J.Mri.2009.05.010  1
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  1
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  1
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  1
2009 Fuchs D, Fuchs LS. Responsiveness to intervention: Multilevel assessment and instruction as early intervention and disability identification Reading Teacher. 63: 250-252. DOI: 10.1598/Rt.63.3.10  1
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  1
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  1
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  1
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  1
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  1
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  1
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  1
2008 Huizinga MM, Elasy TA, Wallston KA, Cavanaugh K, Davis D, Gregory RP, Fuchs LS, Malone R, Cherrington A, Dewalt DA, Buse J, Pignone M, Rothman RL. Development and validation of the Diabetes Numeracy Test (DNT). Bmc Health Services Research. 8: 96. PMID 18452617 DOI: 10.1186/1472-6963-8-96  1
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  1
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  1
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  1
2008 Barnes MA, Fuchs LS. Learning disabilities Developmental-Behavioral Pediatrics: Evidence and Practice. 445-466. DOI: 10.1016/B978-0-323-04025-9.50015-5  1
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  1
2007 Dion E, Fuchs D, Fuchs LS. Peer-mediated programs to strengthen classroom instruction: Cooperative learning, reciprocal teaching, classwide peer tutoring and peer-assisted learning strategies The Sage Handbook of Special Education. 450-459. DOI: 10.4135/9781848607989.n35  1
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  1
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  1
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  1
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  1
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  1
2006 Fuchs LS, Fuchs D. A framework for building capacity for responsiveness to intervention School Psychology Review. 35: 621-626.  1
2005 Fuchs LS. Prevention research in mathematics: improving outcomes, building identification models, and understanding disability. Journal of Learning Disabilities. 38: 350-2. PMID 16122068 DOI: 10.1177/00222194050380041201  1
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  1
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  1
2005 Fuchs LS, Fuchs D. Enhancing mathematical problem solving for students with disabilities Journal of Special Education. 39: 45-57. DOI: 10.1177/00224669050390010501  1
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  1
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  1
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  1
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  1
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  1
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.  1
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  1
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  1
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  1
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  1
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  1
2004 Fuchs LS. The past, present, and future of curriculum-based measurement research School Psychology Review. 33: 188-192.  1
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  1
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  1
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  1
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  1
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  1
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  1
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.  1
2001 Fuchs LS, Fuchs D. Principles for sustaining research-based practice in the schools: A case study Focus On Exceptional Children. 33. DOI: 10.17161/Foec.V33I6.6780  1
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  1
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.  1
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  1
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  1
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  1
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  1
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  1
2000 Hamilton C, Fuchs D, Fuchs LS, Roberts H. Rates of classroom participation and the validity of sociometry School Psychology Review. 29: 251-266.  1
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  1
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  1
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  1
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.  1
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  1
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  1
1998 Fuchs LS, Fuchs D. Building a bridge across the canyon Learning Disability Quarterly. 21: 99-101. DOI: 10.2307/1511375  1
1998 Fuchs LS, Fuchs D. General educators' instructional adaptation for students with learning disabilities Learning Disability Quarterly. 21: 23-33. DOI: 10.2307/1511370  1
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  1
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  1
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  1
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  1
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  0.88
1997 Mathes PG, Fuchs D, Fuchs LS. Cooperative story mapping Remedial and Special Education. 18: 20-27. DOI: 10.1177/074193259701800105  1
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  1
1997 Elliott SN, Fuchs LS. The Utility of Curriculum-Based Measurement and Performance Assessment as Alternatives to Traditional Intelligence and Achievement Tests School Psychology Review. 26: 224-233.  1
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  1
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  1
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  1
1996 Dorn S, Fuchs D, Fuchs LS. A historical perspective on special education reform Theory Into Practice. 35: 12-19. DOI: 10.1080/00405849609543696  1
1996 Fuchs D, Fuchs LS, Harris AH, Roberts PH. Bridging the research-to-practice gap with mainstream assistance teams: A cautionary tale School Psychology Quarterly. 11: 244-266. DOI: 10.1037/H0088932  1
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  1
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  1
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  1
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.  1
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  1
1994 Fuchs D, Fuchs LS. Information for Authors The Journal of Special Education. 28: 109-110. DOI: 10.1177/002246699402800109  1
1994 Fuchs D, Fuchs LS. Counterpoint: Special Education—Ineffective? Immoral? Exceptional Children. 61: 303-306. DOI: 10.1177/001440299506100309  1
1994 Fuchs LS, Deno SL. Must Instructionally Useful Performance Assessment Be Based in the Curriculum? Exceptional Children. 61: 15-24. DOI: 10.1177/001440299406100103  1
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  1
1994 Fuchs D, Fuchs LS. Inclusive Schools Movement and the Radicalization of Special Education Reform Exceptional Children. 60: 294-309. DOI: 10.1177/001440299406000402  1
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  0.88
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  1
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  1
1993 Fuchs D, Fuchs LS. Editorial Policy: Information for Authors The Journal of Special Education. 27: 122-123. DOI: 10.1177/002246699302700109  1
1993 Fuchs D, Fuchs LS. The Journal of Special Education: Information for Authors The Journal of Special Education. 27: 251-252. DOI: 10.1177/002246690003400206  1
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  0.88
1992 Fuchs D, Fuchs LS. Limitations of a Feel-Good Approach to Consultation Journal of Educational and Psychological Consultation. 3: 93-97. DOI: 10.1207/S1532768Xjepc0302_1  0.88
1992 Fuchs D, Fuchs LS. Editorial Policy/Information for Authors The Journal of Special Education. 26: 116-117. DOI: 10.1177/002246699202600107  0.88
1992 Fuchs LS, Fuchs D. Editorial: Special Education's Wake-Up Call The Journal of Special Education. 25: 413-414. DOI: 10.1177/002246699202500401  1
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  1
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  1
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  1
1991 Fuchs LS, Deno SL. Effects of curriculum within curriculum-based measurement. Exceptional Children. 58: 232-243. PMID 1813311 DOI: 10.1177/001440299105800306  1
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  1
1991 Fuchs D, Fuchs LS. Editorial Policy: The Journal of Special Education: Information for Authors The Journal of Special Education. 25: 285-286. DOI: 10.1177/002246699102500301  1
1991 Fuchs LS, Deno SL. Paradigmatic Distinctions between Instructionally Relevant Measurement Models Exceptional Children. 57: 488-500. DOI: 10.1177/001440299105700603  1
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  1
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  1
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  1
1990 Fuchs D, Fuchs LS. Making educational research more important Exceptional Children. 57: 102-107. PMID 2249703  1
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  1
1990 Fuchs LS, Allinder RM, Hamlett CL, Fuchs D. An Analysis of Spelling Curricula and Teachers’ Skills in Identifying Error Types Remedial and Special Education. 11: 42-52. DOI: 10.1177/074193259001100107  1
1990 Fuchs D, Fuchs LS. Editorial Policy: The Journal of Special Education Information for Authors The Journal of Special Education. 24: 133-134. DOI: 10.1177/002246699102500201  1
1990 Fuchs LS, Fuchs D. Introduction to Special Section: The Importance of Individual Differences to Special Education Effectiveness The Journal of Special Education. 24: 135-138. DOI: 10.1177/002246699002400202  1
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  1
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  1
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  1
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  1
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  1
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  0.88
1988 Fuchs D, Fuchs LS. Evaluation of the Adaptive Learning Environments Model Exceptional Children. 55: 115-127. PMID 3056727 DOI: 10.1177/001440298805500203  1
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  1
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  1
1988 Fuchs D, Fuchs LS. Response to Wang and Walberg Exceptional Children. 55: 138-146. DOI: 10.1177/001440298805500205  1
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  1
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  1
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  1
1986 Fuchs LS, Fuchs D. Effects of Systematic Formative Evaluation: A Meta-Analysis Exceptional Children. 53: 199-208. PMID 3792417 DOI: 10.1177/001440298605300301  1
1986 Fuchs D, Fuchs LS. Test Procedure Bias: A Meta-Analysis of Examiner Familiarity Effects Review of Educational Research. 56: 243-262. DOI: 10.3102/00346543056002243  1
1986 Fuchs LS, Fuchs D. Curriculum-based assessment of progress toward long-term and short-term goals Journal of Special Education. 20: 69-82. DOI: 10.1177/002246698602000108  1
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  1
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  1
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  1
1985 Tindal G, Fuchs LS, Fuchs D, Shinn MR, Deno SL, Germann G. Empirical validation criterion-referenced tests Journal of Educational Research. 78: 203-209. DOI: 10.1080/00220671.1985.10885601  1
1985 Fuchs D, Fuchs LS, Dailey AM, Power MH. The effect of examiners’ personal familiarity and professional experience on handicapped children’s test performance Journal of Educational Research. 78: 141-146. DOI: 10.1080/00220671.1985.10885589  1
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  1
1984 Fuchs D, Fuchs LS. Letters to the editor Remedial and Special Education. 5: 5-7. DOI: 10.1177/074193258400500303  1
1984 Fuchs LS, Fuchs D. Examiner Accuracy during Protocol Completion Journal of Psychoeducational Assessment. 2: 101-108. DOI: 10.1177/073428298400200202  1
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  1
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  1
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