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Journal of Learning Disabilities|June 9, 2020
The Effects of Algebraic Equation Solving Intervention for Students With Mathematics Learning DifficultiesJessica M Namkung, Nicole BrickoJournal 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 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 FuchsLearning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children|March 27, 2012
Early Numerical Competencies of Students with Different Forms of Mathematics DifficultyJessica M Namkung, Lynn S FuchsLearning and Individual Differences|December 26, 2017
Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?Jessica M Namkung, Lynn S Fuchs, Natalie KoziolJournal of Experimental Child Psychology|August 31, 2016
A longitudinal study on predictors of early calculation development among young children at risk for learning difficultiesPeng Peng, Jessica M Namkung, Douglas Fuchs, et al.Developmental Psychology|March 14, 2012
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledgeLynn S Fuchs, Donald L Compton, Douglas Fuchs, et al.Pageof 1