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Contemporary Educational Psychology|October 26, 2020
Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling ApproachMercedes Spencer, Lynn S Fuchs, Douglas FuchsJournal 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.Journal of Learning Disabilities|October 21, 2004
Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilitiesLynn S Fuchs, Douglas FuchsChild Development Perspectives|February 18, 2010
On the Importance of a Unified Model of Responsiveness-To-InterventionLynn S Fuchs, Douglas FuchsJournal of Learning Disabilities|October 21, 2004
Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disabilityLynn S Fuchs, Douglas Fuchs, Karin PrenticeJournal of Learning Disabilities|December 13, 2012
Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonrespondersLynn S Fuchs, Douglas Fuchs, Donald L ComptonExceptional Children|January 19, 2019
Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?Lynn S Fuchs, Douglas Fuchs, Jennifer K GilbertLearning and Individual Differences|February 14, 2017
Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant InformationAmber Y Wang, Lynn S Fuchs, Douglas FuchsIntervention in School and Clinic|June 5, 2012
Embedding Number-Combinations Practice Within Word-Problem TutoringSarah R Powell, Lynn S Fuchs, Douglas FuchsJournal of Learning Disabilities|April 12, 2012
The early prevention of mathematics difficulty: its power and limitationsLynn S Fuchs, Douglas Fuchs, Donald L ComptonPageof 14