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Douglas Fuchs

Showing results (61-70 of 85) with videos related to

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Exceptional Children|June 23, 2015
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk LearnersSarah R Powell, Lynn S Fuchs, Paul T Cirino, et al.
Annals of Dyslexia|June 20, 2020
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for masteryLaura M Steacy, Douglas Fuchs, Jennifer K Gilbert, et al.
Child Development|September 16, 2010
The contributions of numerosity and domain-general abilities to school readinessLynn S Fuchs, David C Geary, Donald L Compton, et al.
Journal of Educational Psychology|November 4, 2009
Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem SolvingLynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Developmental Neuropsychology|April 5, 2011
Functional correlates of children's responsiveness to interventionNicole Davis, Laura Barquero, Donald L Compton, et al.
Contemporary Educational Psychology|June 17, 2020
Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?Lynn S Fuchs, Sarah R Powell, Anna-Mária Fall, et al.
Exceptional Children|August 2, 2011
A Framework for Remediating Number Combination DeficitsLynn S Fuchs, Sarah R Powell, Pamela M Seethaler, et al.
The Elementary School Journal|June 12, 2010
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 StudyLynn S Fuchs, Rebecca O Zumeta, Robin Finelli Schumacher, et al.
Learning and Individual Differences|April 13, 2010
The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics DifficultiesLynn S Fuchs, Sarah R Powell, Pamela M Seethaler, et al.
Journal of Learning Disabilities|July 7, 2020
Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile AnalysisPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Pageof 9

Showing results (61-70 of 85) with videos related to

Sort By:
Pageof 9
Exceptional Children|June 23, 2015
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk LearnersSarah R Powell, Lynn S Fuchs, Paul T Cirino, et al.
Annals of Dyslexia|June 20, 2020
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for masteryLaura M Steacy, Douglas Fuchs, Jennifer K Gilbert, et al.
Child Development|September 16, 2010
The contributions of numerosity and domain-general abilities to school readinessLynn S Fuchs, David C Geary, Donald L Compton, et al.
Journal of Educational Psychology|November 4, 2009
Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem SolvingLynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.
Developmental Neuropsychology|April 5, 2011
Functional correlates of children's responsiveness to interventionNicole Davis, Laura Barquero, Donald L Compton, et al.
Contemporary Educational Psychology|June 17, 2020
Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?Lynn S Fuchs, Sarah R Powell, Anna-Mária Fall, et al.
Exceptional Children|August 2, 2011
A Framework for Remediating Number Combination DeficitsLynn S Fuchs, Sarah R Powell, Pamela M Seethaler, et al.
The Elementary School Journal|June 12, 2010
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 StudyLynn S Fuchs, Rebecca O Zumeta, Robin Finelli Schumacher, et al.
Learning and Individual Differences|April 13, 2010
The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics DifficultiesLynn S Fuchs, Sarah R Powell, Pamela M Seethaler, et al.
Journal of Learning Disabilities|July 7, 2020
Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile AnalysisPeng Peng, Douglas Fuchs, Lynn S Fuchs, et al.
Pageof 9