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List of works by Douglas Fuchs

A Curricular-Sampling Approach to Progress Monitoring

A Framework for Remediating Number Combination Deficits

scientific article

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

article

A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain?

scientific article published on 18 February 2014

A Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children's Working Memory and Comprehension.

scientific article

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

scientific article published on 26 August 2016

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

scientific article

An Uncommon Man’s Uncommon Achievement: A Tribute to Stanley L. Deno

Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities

scientific article published on 26 May 2020

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

scientific article

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency

scientific article published on 10 July 2019

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

scientific article

Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information

scientific article published on 16 October 2016

Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities

scientific article published on 30 April 2019

Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes.

scientific article published in February 2022

Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge

scientific article

Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? ⬇️

scientific article published on November 1, 2010

Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?

scientific article published on 25 October 2019

Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?

scientific article

Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

scientific article

Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?

scientific article published on 6 January 2016

Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?

scientific article published in October 2019

Does early reading failure decrease children's reading motivation?

scientific article published in September 2008

Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?

scientific article published on 14 September 2018

Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

scientific article

Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?

scientific article published on 23 January 2020

Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving

scientific article

Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System

scientific article published on December 2012

Early prediction of reading disability using machine learning.

scientific article

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties

scientific article

Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice

scientific article

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties

scientific article

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?

scientific article

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

scientific article published on July 2015

Effects of systematic formative evaluation: a meta-analysis

scientific article published in November 1986

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Embedding Number-Combinations Practice Within Word-Problem Tutoring

scientific article

Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties

scientific article published on 29 May 2019

Examining the predictive validity of a dynamic assessment of decoding to forecast response to tier 2 intervention

scientific article published on 04 December 2012

Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties.

scientific article

Extending Responsiveness to Intervention to Mathematics at First and Third Grades

First-grade cognitive abilities as long-term predictors of reading comprehension and disability status

scientific article

Functional correlates of children's responsiveness to intervention

scientific article

Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

Improving Language Comprehension to Enhance Word-Problem Solving

scientific article published on 24 September 2019

Improving attention and preventing reading difficulties among low-income first-graders: a randomized study

scientific article

Influences of Neural Pathway Integrity on Children's Response to Reading Instruction

scientific article

Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice

scientific article

Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders

scientific article published on 11 December 2012

Introduction to response to intervention: What, why, and how valid is it?

Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

scientific article published on 04 July 2020

Is Word-Problem Solving a Form of Text Comprehension?

scientific article published in January 2015

Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach

scientific article published on 26 November 2019

Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities

article published in 2007

Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities.

scientific article published in November 2002

Number Combinations Remediation for Students with Mathematics Difficulty

scientific article

On the Importance of a Unified Model of Responsiveness-To-Intervention

scientific article

On the importance of a cognitive processing perspective: an introduction

scientific article

Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

scientific article published on 23 December 2015

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity

Phonological awareness of children with Down syndrome: its role in learning to read and the effectiveness of related interventions

scientific article

Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades

scientific article published on January 2012

Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment

scientific article published on February 2012

Predicting LD on the basis of motivation, metacognition, and psychopathology: an ROC analysis

scientific article published in May 2006

Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness"

scientific article

Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention

scientific article published on 25 October 2018

Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

scientific article

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Remediating Computational Deficits at Third Grade: A Randomized Field Trial

scientific article

Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial

scientific article published on August 2009

Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example.

scientific article published on 5 June 2018

Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability

scientific article published in July 2004

Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

scientific article (publication date: August 2003)

Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process ⬇️

scientific article published on May 1, 2010

Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery

scientific article published on 17 June 2020

Smart RTI: A Next-Generation Approach to Multilevel Prevention

scientific article

Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill

scientific article

Teaching Third Graders about Real‐Life Mathematical Problem Solving: A Randomized Controlled Study

Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension.

scientific article

The Contributions of Numerosity and Domain‐General Abilities to School Readiness ⬇️

scientific article published on September 1, 2010

The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study

scientific article

The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties

scientific article

The Prevention, Identification, and Cognitive Determinants of Math Difficulty

The Taxonomy of Intervention Intensity

scientific article published in September 2017

The cognitive and academic profiles of reading and mathematics learning disabilities

scientific article

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

The construct and predictive validity of a dynamic assessment of young children learning to read: implications for RTI frameworks

scientific article published on 17 June 2011

The early prevention of mathematics difficulty: its power and limitations

scientific article

The effects of computer-assisted instruction on number combination skill in at-risk first graders.

scientific article published in September 2006

The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge

scientific article published on 27 October 2016

Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning

scientific article

Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less from a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction

scientific article published on 29 October 2018

What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)

scientific article (publication date: May 2007)

Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study.

scientific article published in September 2006

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