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Journal of Educational Psychology|January 6, 2009
Effects of Small-Group Tutoring with and without Validated Classroom Instruction on At-Risk Students' Math Problem Solving: Are Two Tiers of Prevention Better Than One?Lynn S Fuchs, Douglas Fuchs, Caitlin Craddock, et al.Journal of Learning Disabilities|April 30, 2024
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First GradeLynn S Fuchs, Douglas Fuchs, Eunsoo Cho, et al.Journal of Learning Disabilities|May 30, 2019
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics DifficultiesAmber Y Wang, Lynn S Fuchs, Douglas Fuchs, et al.Journal of Learning Disabilities|May 22, 2018
A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention SkillsAmanda E Child, Paul T Cirino, Jack M Fletcher, et al.Journal of Experimental Child Psychology|March 20, 2013
Developmental predictors of fraction concepts and proceduresNancy C Jordan, Nicole Hansen, Lynn S Fuchs, et al.Journal of Educational Psychology|September 28, 2011
Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?Lynn S Fuchs, Douglas Fuchs, Carol L Hamlett, et al.The British Journal of Mathematical and Statistical Psychology|March 21, 2022
Modelling multilevel nonlinear treatment-by-covariate interactions in cluster randomized controlled trials using a generalized additive mixed modelSun-Joo Cho, Kristopher J Preacher, Haley E Yaremych, et al.Behavior Research Methods|August 9, 2023
Modeling variability in treatment effects for cluster randomized controlled trials using by-variable smooth functions in a generalized additive mixed modelSun-Joo Cho, Kristopher J Preacher, Haley E Yaremych, et al.Journal of Learning Disabilities|January 11, 2022
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority LearnersEunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, et al.Journal of Learning Disabilities|April 28, 2012
First-grade cognitive abilities as long-term predictors of reading comprehension and disability statusDouglas Fuchs, Donald L Compton, Lynn S Fuchs, et al.Pageof 13