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Plos One|February 10, 2016
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math CompetenceGavin R Price, Lynn S FuchsLearning Disability Quarterly : Journal of the Division for Children with Learning Disabilities|October 22, 2019
The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency StatusBrittanyLee N Martin, Lynn S FuchsLearning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children|November 11, 2017
Cognitive Profiles Associated With Responsiveness to Fraction InterventionSarah K Krowka, Lynn S FuchsChild Development Perspectives|May 2, 2022
The Effects of Language Instruction on Math DevelopmentDaniel R Espinas, Lynn S FuchsJournal of Learning Disabilities|May 30, 2018
Quality of Explanation as an Indicator of Fraction Magnitude UnderstandingLindsay Foreman-Murray, Lynn S FuchsLearning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children|October 14, 2014
Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?Sarah R Powell, Lynn S FuchsJournal of Educational Psychology|March 9, 2016
Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk StudentsJessica M Namkung, Lynn S FuchsContemporary Educational Psychology|August 29, 2017
Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change ApproachJennifer K Gilbert, Lynn S FuchsJournal of Learning Disabilities|November 11, 2024
Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive InterventionJessica M Namkung, Lynn S FuchsJournal of Learning Disabilities|March 12, 2016
Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade StudentsAmelia S Malone, Lynn S FuchsPageof 15