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Douglas Fuchs

Showing results (21-30 of 85) with videos related to

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Journal of Educational Psychology|February 18, 2022
Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic OutcomesMercedes Spencer, Lynn S Fuchs, David C Geary, et al.
Reading & Writing Quarterly : Overcoming Learning Difficulties|June 17, 2020
Improving Language Comprehension to Enhance Word-Problem SolvingLynn S Fuchs, Douglas Fuchs, Pamela M Seethaler, et al.
Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services|January 31, 2014
Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening SystemJennifer K Gilbert, Donald L Compton, Douglas Fuchs, et al.
Journal of Learning Disabilities|April 5, 2021
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher SupportsLynn S Fuchs, Douglas Fuchs, Carol L Hamlett, et al.
The Elementary School Journal|November 3, 2015
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?Pamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Journal of Educational Psychology|February 21, 2012
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic AssessmentPamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Frontiers in Psychology|June 21, 2018
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an ExamplePiia M Björn, Mikko Aro, Tuire Koponen, et al.
Prevention Science : the Official Journal of the Society for Prevention Research|June 23, 2010
Improving attention and preventing reading difficulties among low-income first-graders: a randomized studyEric Dion, Catherine Roux, Danika Landry, et al.
Journal of Learning Disabilities|December 6, 2012
Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 interventionEunsoo Cho, Donald L Compton, Douglas Fuchs, et al.
Journal of Learning Disabilities|June 21, 2011
The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworksDouglas Fuchs, Donald L Compton, Lynn S Fuchs, et al.
Pageof 9

Showing results (21-30 of 85) with videos related to

Sort By:
Pageof 9
Journal of Educational Psychology|February 18, 2022
Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic OutcomesMercedes Spencer, Lynn S Fuchs, David C Geary, et al.
Reading & Writing Quarterly : Overcoming Learning Difficulties|June 17, 2020
Improving Language Comprehension to Enhance Word-Problem SolvingLynn S Fuchs, Douglas Fuchs, Pamela M Seethaler, et al.
Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services|January 31, 2014
Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening SystemJennifer K Gilbert, Donald L Compton, Douglas Fuchs, et al.
Journal of Learning Disabilities|April 5, 2021
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher SupportsLynn S Fuchs, Douglas Fuchs, Carol L Hamlett, et al.
The Elementary School Journal|November 3, 2015
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?Pamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Journal of Educational Psychology|February 21, 2012
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic AssessmentPamela M Seethaler, Lynn S Fuchs, Douglas Fuchs, et al.
Frontiers in Psychology|June 21, 2018
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an ExamplePiia M Björn, Mikko Aro, Tuire Koponen, et al.
Prevention Science : the Official Journal of the Society for Prevention Research|June 23, 2010
Improving attention and preventing reading difficulties among low-income first-graders: a randomized studyEric Dion, Catherine Roux, Danika Landry, et al.
Journal of Learning Disabilities|December 6, 2012
Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 interventionEunsoo Cho, Donald L Compton, Douglas Fuchs, et al.
Journal of Learning Disabilities|June 21, 2011
The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworksDouglas Fuchs, Donald L Compton, Lynn S Fuchs, et al.
Pageof 9