Lynn S. Fuchs
Lynn S. Fuchs
Dirección de correo verificada de vanderbilt.edu
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Introduction to response to intervention: What, why, and how valid is it?
D Fuchs, LS Fuchs
Reading research quarterly 41 (1), 93-99, 2006
21512006
Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis
LS Fuchs, D Fuchs, MK Hosp, JR Jenkins
Scientific studies of reading 5 (3), 239-256, 2001
20612001
Learning disabilities: From identification to intervention
JM Fletcher, GR Lyon, LS Fuchs, MA Barnes
Guilford Publications, 2018
14622018
Inclusive schools movement and the radicalization of special education reform
D Fuchs, LS Fuchs
Exceptional children 60 (4), 294-309, 1994
12681994
Teaching reading comprehension strategies to students with learning disabilities: A review of research
R Gersten, LS Fuchs, JP Williams, S Baker
Review of educational research 71 (2), 279-320, 2001
12672001
Redefining learning disabilities as inadequate response to instruction: The promise and potential problems
S Vaughn, LS Fuchs
Learning disabilities research & practice 18 (3), 137-146, 2003
12662003
Quality indicators for group experimental and quasi-experimental research in special education
R Gersten, LS Fuchs, D Compton, M Coyne, C Greenwood, MS Innocenti
Exceptional children 71 (2), 149-164, 2005
11452005
Effects of systematic formative evaluation: A meta-analysis
LS Fuchs, D Fuchs
Exceptional children 53 (3), 199-208, 1986
10941986
Peer-assisted learning strategies: Making classrooms more responsive to diversity
D Fuchs, LS Fuchs, PG Mathes, DC Simmons
American Educational Research Journal 34 (1), 174-206, 1997
10701997
The prevention, identification, and cognitive determinants of math difficulty.
LS Fuchs, DL Compton, D Fuchs, K Paulsen, JD Bryant, CL Hamlett
Journal of educational psychology 97 (3), 493, 2005
7712005
Formative evaluation of academic progress: How much growth can we expect?
LS Fuchs, D Fuchs, CL Hamlett, L Walz, G Germann
School Psychology Review 22 (1), 27-48, 1993
7111993
Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities.
LS Fuchs, D Fuchs
Learning Disabilities Research & Practice, 1998
6651998
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.
LS Fuchs, D Fuchs, DL Compton, SR Powell, PM Seethaler, AM Capizzi, ...
Journal of Educational Psychology 98 (1), 29, 2006
6582006
The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning
LS Fuchs, SL Deno, PK Mirkin
American Educational Research Journal 21 (2), 449-460, 1984
6581984
Sources of individual differences in reading comprehension and reading fluency.
JR Jenkins, LS Fuchs, P Van Den Broek, C Espin, SL Deno
Journal of educational psychology 95 (4), 719, 2003
6352003
Using curriculum‐based measurement to improve student achievement: Review of research
PM Stecker, LS Fuchs, D Fuchs
Psychology in the Schools 42 (8), 795-819, 2005
6322005
Using curriculum-based measurement to establish growth standards for students with learning disabilities
SL Deno, LS Fuchs, D Marston, J Shin
School psychology review 30 (4), 507-524, 2001
6262001
The validity of informal reading comprehension measures
LS Fuchs, D Fuchs, L Maxwell
Remedial and Special Education 9 (2), 20-28, 1988
6041988
The “blurring” of special education in a new continuum of general education placements and services
D Fuchs, LS Fuchs, PM Stecker
Exceptional children 76 (3), 301-323, 2010
5942010
Paradigmatic distinctions between instructionally relevant measurement models
LS Fuchs, SL Deno
Exceptional children 57 (6), 488-500, 1991
5331991
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