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Journal of Learning Disabilities
|
April 12, 2012
Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?
Donald L Compton, Jennifer K Gilbert, Joseph R Jenkins, et al.
Journal of Learning Disabilities
|
March 7, 2012
Prediction and stability of mathematics skill and difficulty
Rebecca B Martin, Paul T Cirino, Marcia A Barnes, et al.
Exceptional Children
|
January 15, 2019
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, et al.
Journal of Research on Educational Effectiveness
|
August 12, 2014
Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers
Amanda C Miller, Douglas Fuchs, Lynn S Fuchs, et al.
Journal of Educational Psychology
|
October 8, 2025
Transfer between Reading Comprehension and Word-Problem Solving among Children with Learning Difficulty in Both Domains
Lynn S Fuchs, Pamela M Seethaler, Sonya K Sterba, et al.
Developmental Psychology
|
September 9, 2010
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?
Lynn S Fuchs, David C Geary, Donald L Compton, et al.
Journal of Experimental Child Psychology
|
August 31, 2016
A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties
Peng Peng, Jessica M Namkung, Douglas Fuchs, et al.
Journal of Educational Psychology
|
October 30, 2009
Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial
Lynn S Fuchs, Sarah R Powell, Pamela M Seethaler, et al.
Learning and Individual Differences
|
June 2, 2010
Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness"
Christopher J Lemons, Alexandra P F Key, Douglas Fuchs, et al.
Developmental Psychology
|
October 28, 2016
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge
Lynn S Fuchs, Jennifer K Gilbert, Sarah R Powell, et al.
Page
of 12
Search research articles
Search
Showing results (101-110 of 115) with videos related to
Sort By:
Page
of 12
Journal of Learning Disabilities
|
April 12, 2012
Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?
Donald L Compton, Jennifer K Gilbert, Joseph R Jenkins, et al.
Journal of Learning Disabilities
|
March 7, 2012
Prediction and stability of mathematics skill and difficulty
Rebecca B Martin, Paul T Cirino, Marcia A Barnes, et al.
Exceptional Children
|
January 15, 2019
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, et al.
Journal of Research on Educational Effectiveness
|
August 12, 2014
Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers
Amanda C Miller, Douglas Fuchs, Lynn S Fuchs, et al.
Journal of Educational Psychology
|
October 8, 2025
Transfer between Reading Comprehension and Word-Problem Solving among Children with Learning Difficulty in Both Domains
Lynn S Fuchs, Pamela M Seethaler, Sonya K Sterba, et al.
Developmental Psychology
|
September 9, 2010
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?
Lynn S Fuchs, David C Geary, Donald L Compton, et al.
Journal of Experimental Child Psychology
|
August 31, 2016
A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties
Peng Peng, Jessica M Namkung, Douglas Fuchs, et al.
Journal of Educational Psychology
|
October 30, 2009
Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial
Lynn S Fuchs, Sarah R Powell, Pamela M Seethaler, et al.
Learning and Individual Differences
|
June 2, 2010
Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness"
Christopher J Lemons, Alexandra P F Key, Douglas Fuchs, et al.
Developmental Psychology
|
October 28, 2016
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge
Lynn S Fuchs, Jennifer K Gilbert, Sarah R Powell, et al.
Page
of 12