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The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding.

Learning and individual differences

Malone AS, Loehr AM, Fuchs LS.
PMID: 28890634
Learn Individ Differ. 2017 Aug;58:90-96. doi: 10.1016/j.lindif.2017.05.007. Epub 2017 May 28.

The purpose of the study was to determine whether individual differences in at-risk 4

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Malone AS, Loehr AM, Fuchs LS. The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learn Individ Differ. 2017;58:90-96doi: 10.1016/j.lindif.2017.05.007.
Malone, A. S., Loehr, A. M., & Fuchs, L. S. (2017). The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learning and individual differences, 5890-96. https://doi.org/10.1016/j.lindif.2017.05.007
Malone, Amelia S, et al. "The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding." Learning and individual differences vol. 58 (2017): 90-96. doi: https://doi.org/10.1016/j.lindif.2017.05.007
Malone AS, Loehr AM, Fuchs LS. The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. Learn Individ Differ. 2017 Aug;58:90-96. doi: 10.1016/j.lindif.2017.05.007. Epub 2017 May 28. PMID: 28890634; PMCID: PMC5586651.
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Using humeral nail for surgical reconstruction of femur in adolescents with osteogenesis imperfecta.

World journal of orthopedics

Sa-Ngasoongsong P, Saisongcroh T, Angsanuntsukh C, Woratanarat P, Mulpruek P, Stecker PM, Fuchs D, Fuchs LS.
PMID: 28979858
World J Orthop. 2017 Sep 18;8(9):735-740. doi: 10.5312/wjo.v8.i9.735. eCollection 2017 Sep 18.

Osteogenesis imperfecta (OI) is a rare inherited connective tissue disorder caused by mutation of collagen which results in a wide spectrum of clinical manifestations including long bone fragility fractures and deformities. While the treatment for these fractures was recommended...

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Sa-Ngasoongsong P, Saisongcroh T, Angsanuntsukh C, et al. Using humeral nail for surgical reconstruction of femur in adolescents with osteogenesis imperfecta. World J Orthop. 2017;8(9):735-740doi: 10.5312/wjo.v8.i9.735.
Sa-Ngasoongsong, P., Saisongcroh, T., Angsanuntsukh, C., Woratanarat, P., Mulpruek, P., Stecker, P. M., Fuchs, D., & Fuchs, L. S. (2017). Using humeral nail for surgical reconstruction of femur in adolescents with osteogenesis imperfecta. World journal of orthopedics, 8(9), 735-740. https://doi.org/10.5312/wjo.v8.i9.735
Sa-Ngasoongsong, Paphon, et al. "Using humeral nail for surgical reconstruction of femur in adolescents with osteogenesis imperfecta." World journal of orthopedics vol. 8,9 (2017): 735-740. doi: https://doi.org/10.5312/wjo.v8.i9.735
Sa-Ngasoongsong P, Saisongcroh T, Angsanuntsukh C, Woratanarat P, Mulpruek P, Stecker PM, Fuchs D, Fuchs LS. Using humeral nail for surgical reconstruction of femur in adolescents with osteogenesis imperfecta. World J Orthop. 2017 Sep 18;8(9):735-740. doi: 10.5312/wjo.v8.i9.735. eCollection 2017 Sep 18. PMID: 28979858; PMCID: PMC5605360.
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Is Word-Problem Solving a Form of Text Comprehension?.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading

Fuchs LS, Fuchs D, Compton DL, Hamlett CL, Wang AY.
PMID: 25866461
Sci Stud Read. 2015;19(3):204-223. doi: 10.1080/10888438.2015.1005745.

This study's hypotheses were that (a) word-problem (WP) solving is a form of text comprehension that involves language comprehension processes, working memory, and reasoning, but (b) WP solving differs from other forms of text comprehension by requiring WP-specific language...

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Fuchs LS, Fuchs D, Compton DL, et al. Is Word-Problem Solving a Form of Text Comprehension?. Sci Stud Read. 2015;19(3):204-223doi: 10.1080/10888438.2015.1005745.
Fuchs, L. S., Fuchs, D., Compton, D. L., Hamlett, C. L., & Wang, A. Y. (2015). Is Word-Problem Solving a Form of Text Comprehension?. Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, 19(3), 204-223. https://doi.org/10.1080/10888438.2015.1005745
Fuchs, Lynn S, et al. "Is Word-Problem Solving a Form of Text Comprehension?." Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading vol. 19,3 (2015): 204-223. doi: https://doi.org/10.1080/10888438.2015.1005745
Fuchs LS, Fuchs D, Compton DL, Hamlett CL, Wang AY. Is Word-Problem Solving a Form of Text Comprehension?. Sci Stud Read. 2015;19(3):204-223. doi: 10.1080/10888438.2015.1005745. PMID: 25866461; PMCID: PMC4391820.
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On the Importance of a Unified Model of Responsiveness-To-Intervention.

Child development perspectives

Fuchs LS, Fuchs D.
PMID: 20161672
Child Dev Perspect. 2009 Mar 23;3(1):41-43. doi: 10.1111/j.1750-8606.2008.00074.x.

In this commentary, we take issue with only one idea in Fletcher and Vaughn's overall balanced description of the potential advantages and disadvantages of RTI: the assertion that RTI models are best conceptualized as a set of processes, not...

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Fuchs LS, Fuchs D. On the Importance of a Unified Model of Responsiveness-To-Intervention. Child Dev Perspect. 2009;3(1):41-43doi: 10.1111/j.1750-8606.2008.00074.x.
Fuchs, L. S., & Fuchs, D. (2009). On the Importance of a Unified Model of Responsiveness-To-Intervention. Child development perspectives, 3(1), 41-43. https://doi.org/10.1111/j.1750-8606.2008.00074.x
Fuchs, Lynn S, and Fuchs, Douglas. "On the Importance of a Unified Model of Responsiveness-To-Intervention." Child development perspectives vol. 3,1 (2009): 41-43. doi: https://doi.org/10.1111/j.1750-8606.2008.00074.x
Fuchs LS, Fuchs D. On the Importance of a Unified Model of Responsiveness-To-Intervention. Child Dev Perspect. 2009 Mar 23;3(1):41-43. doi: 10.1111/j.1750-8606.2008.00074.x. PMID: 20161672; PMCID: PMC2819728.
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Using Word Identification Fluency to Monitor First-Grade Reading Development.

Exceptional children

Zumeta RO, Compton DL, Fuchs LS.
PMID: 22736804
Except Child. 2012 Jan;78(2):201-220. doi: 10.1177/001440291207800204.

This study assessed the effects of sampling breadth on technical features of word identification fluency (WIF), a tool for screening and monitoring the reading development of first graders. From a potential pool of 704 first-grade students, the authors measured...

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Zumeta RO, Compton DL, Fuchs LS. Using Word Identification Fluency to Monitor First-Grade Reading Development. Except Child. 2012;78(2):201-220doi: 10.1177/001440291207800204.
Zumeta, R. O., Compton, D. L., & Fuchs, L. S. (2012). Using Word Identification Fluency to Monitor First-Grade Reading Development. Exceptional children, 78(2), 201-220. https://doi.org/10.1177/001440291207800204
Zumeta, Rebecca O, et al. "Using Word Identification Fluency to Monitor First-Grade Reading Development." Exceptional children vol. 78,2 (2012): 201-220. doi: https://doi.org/10.1177/001440291207800204
Zumeta RO, Compton DL, Fuchs LS. Using Word Identification Fluency to Monitor First-Grade Reading Development. Except Child. 2012 Jan;78(2):201-220. doi: 10.1177/001440291207800204. PMID: 22736804; PMCID: PMC3380540.
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Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty.

Journal of educational psychology

Powell SR, Fuchs LS.
PMID: 20640240
J Educ Psychol. 2010 May 01;102(2):381-394. doi: 10.1037/a0018447.

Elementary school students often misinterpret the equal sign (=) as an operational rather than a relational symbol. Such misunderstanding is problematic because solving equations with missing numbers may be important for higher-order mathematics skills including word problems. Research indicates...

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Powell SR, Fuchs LS. Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty. J Educ Psychol. 2010;102(2):381-394doi: 10.1037/a0018447.
Powell, S. R., & Fuchs, L. S. (2010). Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty. Journal of educational psychology, 102(2), 381-394. https://doi.org/10.1037/a0018447
Powell, Sarah R, and Fuchs, Lynn S. "Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty." Journal of educational psychology vol. 102,2 (2010): 381-394. doi: https://doi.org/10.1037/a0018447
Powell SR, Fuchs LS. Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty. J Educ Psychol. 2010 May 01;102(2):381-394. doi: 10.1037/a0018447. PMID: 20640240; PMCID: PMC2904558.
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Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System.

Assessment for effective intervention : official journal of the Council for Educational Diagnostic Services

Gilbert JK, Compton DL, Fuchs D, Fuchs LS.
PMID: 24478613
Assess Eff Interv. 2012 Dec;38(1):6-14. doi: 10.1177/1534508412451491.

Response-to-intervention (RTI) models incorporate a screening process to identify students who appear to be at risk for learning disabilities (LDs). The purpose of this position article is to incorporate what is known about screening into a flexible, yet comprehensive...

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Gilbert JK, Compton DL, Fuchs D, et al. Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System. Assess Eff Interv. 2012;38(1):6-14doi: 10.1177/1534508412451491.
Gilbert, J. K., Compton, D. L., Fuchs, D., & Fuchs, L. S. (2012). Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System. Assessment for effective intervention : official journal of the Council for Educational Diagnostic Services, 38(1), 6-14. https://doi.org/10.1177/1534508412451491
Gilbert, Jennifer K, et al. "Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System." Assessment for effective intervention : official journal of the Council for Educational Diagnostic Services vol. 38,1 (2012): 6-14. doi: https://doi.org/10.1177/1534508412451491
Gilbert JK, Compton DL, Fuchs D, Fuchs LS. Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System. Assess Eff Interv. 2012 Dec;38(1):6-14. doi: 10.1177/1534508412451491. PMID: 24478613; PMCID: PMC3903290.
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Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence.

Child development

Matthews PG, Fuchs LS.
PMID: 30295921
Child Dev. 2020 Jan;91(1):e14-e28. doi: 10.1111/cdev.13144. Epub 2018 Sep 17.

Algebraic competence is a major determinant of college access and career prospects, and equal sign knowledge is taken to be foundational to algebra knowledge. However, few studies have documented a causal effect of early equal sign knowledge on later...

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Matthews PG, Fuchs LS. Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence. Child Dev. 2018;91(1):e14-e28doi: 10.1111/cdev.13144.
Matthews, P. G., & Fuchs, L. S. (2020). Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence. Child development, 91(1), e14-e28. https://doi.org/10.1111/cdev.13144
Matthews, Percival G, and Fuchs, Lynn S. "Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence." Child development vol. 91,1 (2020): e14-e28. doi: https://doi.org/10.1111/cdev.13144
Matthews PG, Fuchs LS. Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence. Child Dev. 2020 Jan;91(1):e14-e28. doi: 10.1111/cdev.13144. Epub 2018 Sep 17. PMID: 30295921; PMCID: PMC6421116.
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Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example.

Frontiers in psychology

Björn PM, Aro M, Koponen T, Fuchs LS, Fuchs D.
PMID: 29922194
Front Psychol. 2018 Jun 05;9:800. doi: 10.3389/fpsyg.2018.00800. eCollection 2018.

Response to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S. In Finland, a similar multi-tiered framework has existed since 2010. In the present study, these frameworks are...

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Björn PM, Aro M, Koponen T, et al. Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example. Front Psychol. 2018;9:800doi: 10.3389/fpsyg.2018.00800.
Björn, P. M., Aro, M., Koponen, T., Fuchs, L. S., & Fuchs, D. (2018). Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example. Frontiers in psychology, 9800. https://doi.org/10.3389/fpsyg.2018.00800
Björn, Piia M, et al. "Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example." Frontiers in psychology vol. 9 (2018): 800. doi: https://doi.org/10.3389/fpsyg.2018.00800
Björn PM, Aro M, Koponen T, Fuchs LS, Fuchs D. Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example. Front Psychol. 2018 Jun 05;9:800. doi: 10.3389/fpsyg.2018.00800. eCollection 2018. PMID: 29922194; PMCID: PMC5996047.
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Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity.

Journal of educational psychology

Rhodes KT, Branum-Martin L, Washington JA, Fuchs LS.
PMID: 29147036
J Educ Psychol. 2017 Oct;109(7):956-976. doi: 10.1037/edu0000189. Epub 2017 Mar 23.

Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several...

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Rhodes KT, Branum-Martin L, Washington JA, et al. Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. J Educ Psychol. 2017;109(7):956-976doi: 10.1037/edu0000189.
Rhodes, K. T., Branum-Martin, L., Washington, J. A., & Fuchs, L. S. (2017). Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. Journal of educational psychology, 109(7), 956-976. https://doi.org/10.1037/edu0000189
Rhodes, Katherine T, et al. "Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity." Journal of educational psychology vol. 109,7 (2017): 956-976. doi: https://doi.org/10.1037/edu0000189
Rhodes KT, Branum-Martin L, Washington JA, Fuchs LS. Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity. J Educ Psychol. 2017 Oct;109(7):956-976. doi: 10.1037/edu0000189. Epub 2017 Mar 23. PMID: 29147036; PMCID: PMC5683730.
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Sonication-Induced Modification of Carbon Nanotubes: Effect on the Rheological and Thermo-Oxidative Behaviour of Polymer-Based Nanocomposites.

Materials (Basel, Switzerland)

Arrigo R, Teresi R, Gambarotti C, Parisi F, Lazzara G, Dintcheva NT, Fuchs LS, Vaughn S.
PMID: 29510595
Materials (Basel). 2018 Mar 05;11(3). doi: 10.3390/ma11030383.

The aim of this work is the investigation of the effect of ultrasound treatment on the structural characteristics of carbon nanotubes (CNTs) and the consequent influence that the shortening induced by sonication exerts on the morphology, rheological behaviour and...

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Arrigo R, Teresi R, Gambarotti C, et al. Sonication-Induced Modification of Carbon Nanotubes: Effect on the Rheological and Thermo-Oxidative Behaviour of Polymer-Based Nanocomposites. Materials (Basel). 2018;11(3)doi: 10.3390/ma11030383.
Arrigo, R., Teresi, R., Gambarotti, C., Parisi, F., Lazzara, G., Dintcheva, N. T., Fuchs, L. S., & Vaughn, S. (2018). Sonication-Induced Modification of Carbon Nanotubes: Effect on the Rheological and Thermo-Oxidative Behaviour of Polymer-Based Nanocomposites. Materials (Basel, Switzerland), 11(3), . https://doi.org/10.3390/ma11030383
Arrigo, Rossella, et al. "Sonication-Induced Modification of Carbon Nanotubes: Effect on the Rheological and Thermo-Oxidative Behaviour of Polymer-Based Nanocomposites." Materials (Basel, Switzerland) vol. 11,3 (2018). doi: https://doi.org/10.3390/ma11030383
Arrigo R, Teresi R, Gambarotti C, Parisi F, Lazzara G, Dintcheva NT, Fuchs LS, Vaughn S. Sonication-Induced Modification of Carbon Nanotubes: Effect on the Rheological and Thermo-Oxidative Behaviour of Polymer-Based Nanocomposites. Materials (Basel). 2018 Mar 05;11(3). doi: 10.3390/ma11030383. PMID: 29510595; PMCID: PMC5872962.
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Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?.

Exceptional children

Fuchs LS, Fuchs D, Gilbert JK.
PMID: 30655645
Except Child. 2019 Jan;85(2):147-162. doi: 10.1177/0014402918782628. Epub 2018 Sep 14.

The purpose of this analysis was to assess whether effects of 1

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Fuchs LS, Fuchs D, Gilbert JK. Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?. Except Child. 2018;85(2):147-162doi: 10.1177/0014402918782628.
Fuchs, L. S., Fuchs, D., & Gilbert, J. K. (2019). Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?. Exceptional children, 85(2), 147-162. https://doi.org/10.1177/0014402918782628
Fuchs, Lynn S, et al. "Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?." Exceptional children vol. 85,2 (2019): 147-162. doi: https://doi.org/10.1177/0014402918782628
Fuchs LS, Fuchs D, Gilbert JK. Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?. Except Child. 2019 Jan;85(2):147-162. doi: 10.1177/0014402918782628. Epub 2018 Sep 14. PMID: 30655645; PMCID: PMC6333415.
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Showing 13 to 24 of 72 entries