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Journal of Learning Disabilities
|
August 27, 2005
Prevention research in mathematics: improving outcomes, building identification models, and understanding disability
Lynn S Fuchs
Journal of Learning Disabilities
|
October 21, 2004
Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities
Lynn S Fuchs, Douglas Fuchs
Journal of Learning Disabilities
|
April 28, 2012
Responsiveness-to-intervention: a decade later
Lynn S Fuchs, Sharon Vaughn
Journal of Learning Disabilities
|
May 15, 2025
A Special Issue of the <i>Journal of Learning Disabilities</i>: Full Inclusion-Beliefs, Practices, and Evidence
Douglas Fuchs, Lynn S Fuchs
Child Development Perspectives
|
February 18, 2010
On the Importance of a Unified Model of Responsiveness-To-Intervention
Lynn S Fuchs, Douglas Fuchs
Journal of Educational Psychology
|
July 20, 2010
Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty
Sarah R Powell, Lynn S Fuchs
Child Development
|
October 9, 2018
Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence
Percival G Matthews, Lynn S Fuchs
Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children
|
June 3, 2022
Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments
BrittanyLee N Martin, Lynn S Fuchs
Plos One
|
February 10, 2016
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
Gavin R Price, Lynn S Fuchs
Learning 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 Status
BrittanyLee N Martin, Lynn S Fuchs
Page
of 12
Search research articles
Search
Showing results (1-10 of 115) with videos related to
Sort By:
Page
of 12
Journal of Learning Disabilities
|
August 27, 2005
Prevention research in mathematics: improving outcomes, building identification models, and understanding disability
Lynn S Fuchs
Journal of Learning Disabilities
|
October 21, 2004
Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities
Lynn S Fuchs, Douglas Fuchs
Journal of Learning Disabilities
|
April 28, 2012
Responsiveness-to-intervention: a decade later
Lynn S Fuchs, Sharon Vaughn
Journal of Learning Disabilities
|
May 15, 2025
A Special Issue of the <i>Journal of Learning Disabilities</i>: Full Inclusion-Beliefs, Practices, and Evidence
Douglas Fuchs, Lynn S Fuchs
Child Development Perspectives
|
February 18, 2010
On the Importance of a Unified Model of Responsiveness-To-Intervention
Lynn S Fuchs, Douglas Fuchs
Journal of Educational Psychology
|
July 20, 2010
Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty
Sarah R Powell, Lynn S Fuchs
Child Development
|
October 9, 2018
Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence
Percival G Matthews, Lynn S Fuchs
Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children
|
June 3, 2022
Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments
BrittanyLee N Martin, Lynn S Fuchs
Plos One
|
February 10, 2016
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence
Gavin R Price, Lynn S Fuchs
Learning 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 Status
BrittanyLee N Martin, Lynn S Fuchs
Page
of 12