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Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children|November 11, 2017
Cognitive Profiles Associated With Responsiveness to Fraction InterventionSarah K Krowka, Lynn S FuchsJournal of Learning Disabilities|October 21, 2004
Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilitiesLynn S Fuchs, Douglas FuchsJournal of Learning Disabilities|April 28, 2012
Responsiveness-to-intervention: a decade laterLynn S Fuchs, Sharon VaughnChild Development Perspectives|February 18, 2010
On the Importance of a Unified Model of Responsiveness-To-InterventionLynn S Fuchs, Douglas FuchsJournal of Educational Psychology|July 20, 2010
Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics DifficultySarah R Powell, Lynn S FuchsChild Development|October 9, 2018
Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra CompetencePercival G Matthews, Lynn S FuchsLearning 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 AssessmentsBrittanyLee N Martin, Lynn S FuchsPlos One|February 10, 2016
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math CompetenceGavin R Price, Lynn S FuchsLearning 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 StatusBrittanyLee N Martin, Lynn S FuchsChild Development Perspectives|May 2, 2022
The Effects of Language Instruction on Math DevelopmentDaniel R Espinas, Lynn S FuchsPageof 11