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Exceptional 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 GilbertPediatric Research|July 18, 2025
Interventions for children and adolescents with specific learning disability and co-occurring disordersDaniel R Espinas, Sharon Vaughn, Lynn S FuchsLearning and Individual Differences|December 26, 2017
Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?Jessica M Namkung, Lynn S Fuchs, Natalie KoziolJournal of Learning Disabilities|April 12, 2012
The early prevention of mathematics difficulty: its power and limitationsLynn S Fuchs, Douglas Fuchs, Donald L ComptonExceptional Children|June 28, 2012
Smart RTI: A Next-Generation Approach to Multilevel PreventionDouglas Fuchs, Lynn S Fuchs, Donald L ComptonLearning 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 FuchsJournal of Learning Disabilities|February 20, 2025
Domain-General and Domain-Specific Antecedents of Pre-Algebraic Knowledge: Focusing on English-Language Learners With Word-Problem DifficultyXin Lin, Sarah R PowellJournal of Learning Disabilities|June 15, 2017
A Systematic Review of Longitudinal Studies of Mathematics DifficultyGena Nelson, Sarah R PowellChild Development|July 7, 2023
Exploring academic and cognitive skills impacting retention and acquisition of word-problem knowledge gained during or after interventionXin Lin, Sarah R PowellExceptional Children|June 28, 2012
Using Word Identification Fluency to Monitor First-Grade Reading DevelopmentRebecca O Zumeta, Donald L Compton, Lynn S FuchsPageof 13