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Journal of Learning Disabilities|May 30, 2018
Quality of Explanation as an Indicator of Fraction Magnitude UnderstandingLindsay Foreman-Murray, Lynn S FuchsJournal 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 FuchsContemporary Educational Psychology|August 29, 2017
Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change ApproachJennifer K Gilbert, 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 FuchsJournal of Learning Disabilities|March 12, 2016
Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade StudentsAmelia S Malone, 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 FuchsJournal of Experimental Child Psychology|January 7, 2012
Does understanding relational terminology mediate effects of intervention on compare word problems?Robin F Schumacher, Lynn S 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 PrenticeContemporary 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 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 ComptonPageof 13