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Frontiers in Psychology|June 21, 2018
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an ExamplePiia M Björn, Mikko Aro, Tuire Koponen, et al.Journal of Learning Disabilities|December 6, 2012
Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 interventionEunsoo Cho, Donald L Compton, Douglas Fuchs, et al.Journal of Experimental Child Psychology|February 1, 2016
Cognitive and numerosity predictors of mathematical skills in middle schoolPaul T Cirino, Tammy D Tolar, Lynn S Fuchs, et al.Journal of Learning Disabilities|June 21, 2011
The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworksDouglas Fuchs, Donald L Compton, Lynn S Fuchs, et al.Journal of Learning Disabilities|March 30, 2011
The cognitive and academic profiles of reading and mathematics learning disabilitiesDonald L Compton, Lynn S Fuchs, Douglas Fuchs, et al.Journal of Learning Disabilities|November 22, 2013
The Effect of Tutoring With Nonstandard Equations for Students With Mathematics DifficultySarah R Powell, Melissa K Driver, Tyler E JulianExceptional Children|August 22, 2017
Child-Level Predictors of Responsiveness to Evidence-Based Mathematics InterventionSarah R Powell, Paul T Cirino, Amelia S MaloneJournal of Learning Disabilities|October 28, 2025
A Synthesis of Mathematics Interventions for High School Students With Mathematics DifficultiesS Blair Payne, Sarah R Powell, Erica C FryJournal of Learning Disabilities|June 21, 2011
Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficultiesAmy M Elleman, Donald L Compton, Douglas Fuchs, et al.AMIA ... Annual Symposium Proceedings. AMIA Symposium|March 31, 2010
Early prediction of reading disability using machine learningH Atakan Varol, Subramani Mani, Donald L Compton, et al.Pageof 13