Publications by authors named "Douglas Fuchs"

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Reframing the Most Important Special Education Policy Debate in 50 Years: Versus to Educate Students With Disabilities in America's Schools.
Douglas Fuchs, Allison F Gilmour, Jeanne Wanzek

J Learn Disabil· June 2025

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On the Importance of Place: An Introduction to the Special Issue.
Douglas Fuchs, Lynn S Fuchs

J Learn Disabil· May 2025

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Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade.
Lynn S Fuchs, Douglas Fuchs, Eunsoo Cho, Marcia A Barnes, Tuire Koponen

J Learn Disabil· April 2025

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Transfer between Reading Comprehension and Word-Problem Solving among Children with Learning Difficulty in Both Domains.
Lynn S Fuchs, Pamela M Seethaler, Sonya K Sterba, Douglas Fuchs, Laurie E Cutting

J Educ Psychol· October 2024

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Modeling variability in treatment effects for cluster randomized controlled trials using by-variable smooth functions in a generalized additive mixed model.
Sun-Joo Cho, Kristopher J Preacher, Haley E Yaremych, Matthew Naveiras, Douglas Fuchs, Lynn S Fuchs

Behav Res Methods· March 2024

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Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty.
Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs, Daniel Espinas

J Learn Disabil· June 2023

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Modelling multilevel nonlinear treatment-by-covariate interactions in cluster randomized controlled trials using a generalized additive mixed model.
Sun-Joo Cho, Kristopher J Preacher, Haley E Yaremych, Matthew Naveiras, Douglas Fuchs, Lynn S Fuchs

Br J Math Stat Psychol· November 2022

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Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners.
Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs

J Learn Disabil· October 2022

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Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes.
Mercedes Spencer, Lynn S Fuchs, David C Geary, Douglas Fuchs

J Educ Psychol· February 2022

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Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?
Eunsoo Cho, Lynn S Fuchs, Pamela M Seethaler, Douglas Fuchs, Donald L Compton

J Learn Disabil· October 2021

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Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities.
Emma L Hendricks, Douglas Fuchs

J Learn Disabil· October 2021

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Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis.
Peng Peng, Douglas Fuchs, Lynn S Fuchs, Eunsoo Cho, Amy M Elleman

J Learn Disabil· October 2021

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Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports.
Lynn S Fuchs, Douglas Fuchs, Carol L Hamlett, Pamela M Stecker

J Learn Disabil· September 2021

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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.
Lynn S Fuchs, Pamela M Seethaler, Sonya K Sterba, Caitlin Craddock, Douglas Fuchs

J Educ Psychol· January 2021

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Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency.
Tuire Koponen, Kenneth Eklund, Riikka Heikkilä, Jonna Salminen, Lynn Fuchs, Douglas Fuchs

Child Dev· July 2020

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Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery.
Laura M Steacy, Douglas Fuchs, Jennifer K Gilbert, Devin M Kearns, Amy M Elleman

Ann Dyslexia· July 2020

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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers.
Peng Peng, Douglas Fuchs, Lynn S Fuchs, Amy M Elleman, Devin M Kearns

J Learn Disabil· June 2020

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Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties.
Amber Y Wang, Lynn S Fuchs, Douglas Fuchs, Jennifer K Gilbert, Sarah Krowka

J Learn Disabil· June 2020

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Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention.
Drew H Bailey, Lynn S Fuchs, Jennifer K Gilbert, David C Geary, Douglas Fuchs

Child Dev· March 2020

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Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?
Lynn S Fuchs, Sarah R Powell, Anna-Mária Fall, Greg Roberts, Paul Cirino, Douglas Fuchs

Contemp Educ Psychol· January 2020

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Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach.
Mercedes Spencer, Lynn S Fuchs, Douglas Fuchs

Contemp Educ Psychol· January 2020

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Improving Language Comprehension to Enhance Word-Problem Solving.
Lynn S Fuchs, Douglas Fuchs, Pamela M Seethaler, Caitlin Craddock

Read Writ Q· September 2019

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Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities.
Lynn S Fuchs, Douglas Fuchs, Pamela M Seethaler, Laurie E Cutting, Jeannette Mancilla-Martinez

New Dir Child Adolesc Dev· May 2019

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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.
Douglas Fuchs, Devin M Kearns, Lynn S Fuchs, Amy M Elleman, Jennifer K Gilbert

Except Child· January 2019

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Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
Lynn S Fuchs, Douglas Fuchs, Jennifer K Gilbert

Except Child· January 2019

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