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Showing 25 to 36 of 72 entries
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The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status.

Learning disability quarterly : journal of the Division for Children with Learning Disabilities

Martin BN, Fuchs LS.
PMID: 31631937
Learn Disabil Q. 2019 Nov;42(4):244-251. doi: 10.1177/0731948719827489. Epub 2019 Feb 22.

The purpose of this study was to explore interactions between limited English proficiency (LEP) status, as a function of risk status (low math performance at the start of the school year), on computation and word-problem solving performance. Among 260...

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Martin BN, Fuchs LS. The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status. Learn Disabil Q. 2019;42(4):244-251doi: 10.1177/0731948719827489.
Martin, B. N., & Fuchs, L. S. (2019). The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status. Learning disability quarterly : journal of the Division for Children with Learning Disabilities, 42(4), 244-251. https://doi.org/10.1177/0731948719827489
Martin, BrittanyLee N, and Fuchs, Lynn S. "The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status." Learning disability quarterly : journal of the Division for Children with Learning Disabilities vol. 42,4 (2019): 244-251. doi: https://doi.org/10.1177/0731948719827489
Martin BN, Fuchs LS. The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status. Learn Disabil Q. 2019 Nov;42(4):244-251. doi: 10.1177/0731948719827489. Epub 2019 Feb 22. PMID: 31631937; PMCID: PMC6800238.
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Targeted Proteomics Allows Quantification of Ethylene Receptors and Reveals SlETR3 Accumulation in Never-Ripe Tomatoes.

Frontiers in plant science

Chen Y, Rofidal V, Hem S, Gil J, Nosarzewska J, Berger N, Demolombe V, Bouzayen M, Azhar BJ, Shakeel SN, Schaller GE, Binder BM, Santoni V, Chervin C, Fuchs LS, Fuchs D.
PMID: 31555314
Front Plant Sci. 2019 Aug 29;10:1054. doi: 10.3389/fpls.2019.01054. eCollection 2019.

Ethylene regulates fruit ripening and several plant functions (germination, plant growth, plant-microbe interactions). Protein quantification of ethylene receptors (ETRs) is essential to study their functions, but is impaired by low resolution tools such as antibodies that are mostly nonspecific,...

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Chen Y, Rofidal V, Hem S, et al. Targeted Proteomics Allows Quantification of Ethylene Receptors and Reveals SlETR3 Accumulation in Never-Ripe Tomatoes. Front Plant Sci. 2019;10:1054doi: 10.3389/fpls.2019.01054.
Chen, Y., Rofidal, V., Hem, S., Gil, J., Nosarzewska, J., Berger, N., Demolombe, V., Bouzayen, M., Azhar, B. J., Shakeel, S. N., Schaller, G. E., Binder, B. M., Santoni, V., Chervin, C., Fuchs, L. S., & Fuchs, D. (2019). Targeted Proteomics Allows Quantification of Ethylene Receptors and Reveals SlETR3 Accumulation in Never-Ripe Tomatoes. Frontiers in plant science, 101054. https://doi.org/10.3389/fpls.2019.01054
Chen, Yi, et al. "Targeted Proteomics Allows Quantification of Ethylene Receptors and Reveals SlETR3 Accumulation in Never-Ripe Tomatoes." Frontiers in plant science vol. 10 (2019): 1054. doi: https://doi.org/10.3389/fpls.2019.01054
Chen Y, Rofidal V, Hem S, Gil J, Nosarzewska J, Berger N, Demolombe V, Bouzayen M, Azhar BJ, Shakeel SN, Schaller GE, Binder BM, Santoni V, Chervin C, Fuchs LS, Fuchs D. Targeted Proteomics Allows Quantification of Ethylene Receptors and Reveals SlETR3 Accumulation in Never-Ripe Tomatoes. Front Plant Sci. 2019 Aug 29;10:1054. doi: 10.3389/fpls.2019.01054. eCollection 2019. PMID: 31555314; PMCID: PMC6727826.
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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.

Journal of educational psychology

Fuchs LS, Seethaler PM, Sterba SK, Craddock C, Fuchs D, Compton DL, Geary DC, Changas P.
PMID: 33776137
J Educ Psychol. 2021 Jan;113(1):86-103. doi: 10.1037/edu0000467. Epub 2020 Feb 27.

The main purpose of this study was to test the effects of word-problem intervention, with versus without embedded language comprehension instruction, on at-risk 1

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Fuchs LS, Seethaler PM, Sterba SK, et al. Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction. J Educ Psychol. 2020;113(1):86-103doi: 10.1037/edu0000467.
Fuchs, L. S., Seethaler, P. M., Sterba, S. K., Craddock, C., Fuchs, D., Compton, D. L., Geary, D. C., & Changas, P. (2021). Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction. Journal of educational psychology, 113(1), 86-103. https://doi.org/10.1037/edu0000467
Fuchs, Lynn S, et al. "Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction." Journal of educational psychology vol. 113,1 (2021): 86-103. doi: https://doi.org/10.1037/edu0000467
Fuchs LS, Seethaler PM, Sterba SK, Craddock C, Fuchs D, Compton DL, Geary DC, Changas P. Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction. J Educ Psychol. 2021 Jan;113(1):86-103. doi: 10.1037/edu0000467. Epub 2020 Feb 27. PMID: 33776137; PMCID: PMC7989819.
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Improving Language Comprehension to Enhance Word-Problem Solving.

Reading & writing quarterly : overcoming learning difficulties

Fuchs LS, Fuchs D, Seethaler PM, Craddock C.
PMID: 32542068
Read Writ Q. 2020;36(2):142-156. Epub 2019 Sep 24.

The focus of this article is the role of language comprehension within word-problem solving (WPS). The role of the language comprehension in WPS is explained, and an overview of research illustrating language comprehension's contribution to WPS is described. Next,...

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Fuchs LS, Fuchs D, Seethaler PM, et al. Improving Language Comprehension to Enhance Word-Problem Solving. Read Writ Q. 2019;36(2):142-156
Fuchs, L. S., Fuchs, D., Seethaler, P. M., & Craddock, C. (2020). Improving Language Comprehension to Enhance Word-Problem Solving. Reading & writing quarterly : overcoming learning difficulties, 36(2), 142-156.
Fuchs, Lynn S, et al. "Improving Language Comprehension to Enhance Word-Problem Solving." Reading & writing quarterly : overcoming learning difficulties vol. 36,2 (2020): 142-156.
Fuchs LS, Fuchs D, Seethaler PM, Craddock C. Improving Language Comprehension to Enhance Word-Problem Solving. Read Writ Q. 2020;36(2):142-156. Epub 2019 Sep 24. PMID: 32542068; PMCID: PMC7295164.
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The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study.

Learning and individual differences

Seethaler PM, Fuchs LS, Star JR, Bryant J.
PMID: 21966180
Learn Individ Differ. 2011 Oct 01;21(5):536-542. doi: 10.1016/j.lindif.2011.05.002.

The purpose of the present study was to explore the 3(rd)-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n =...

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Seethaler PM, Fuchs LS, Star JR, et al. The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study. Learn Individ Differ. 2011;21(5):536-542doi: 10.1016/j.lindif.2011.05.002.
Seethaler, P. M., Fuchs, L. S., Star, J. R., & Bryant, J. (2011). The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study. Learning and individual differences, 21(5), 536-542. https://doi.org/10.1016/j.lindif.2011.05.002
Seethaler, Pamela M, et al. "The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study." Learning and individual differences vol. 21,5 (2011): 536-542. doi: https://doi.org/10.1016/j.lindif.2011.05.002
Seethaler PM, Fuchs LS, Star JR, Bryant J. The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study. Learn Individ Differ. 2011 Oct 01;21(5):536-542. doi: 10.1016/j.lindif.2011.05.002. PMID: 21966180; PMCID: PMC3182094.
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Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning.

Teaching exceptional children

Powell SR, Fuchs LS.
PMID: 30210179
Teach Except Child. 2018 Sep;51(1):31-42. doi: 10.1177/0040059918777250. Epub 2018 Jun 07.

No abstract available.

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Powell SR, Fuchs LS. Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning. Teach Except Child. 2018;51(1):31-42doi: 10.1177/0040059918777250.
Powell, S. R., & Fuchs, L. S. (2018). Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning. Teaching exceptional children, 51(1), 31-42. https://doi.org/10.1177/0040059918777250
Powell, Sarah R, and Fuchs, Lynn S. "Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning." Teaching exceptional children vol. 51,1 (2018): 31-42. doi: https://doi.org/10.1177/0040059918777250
Powell SR, Fuchs LS. Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning. Teach Except Child. 2018 Sep;51(1):31-42. doi: 10.1177/0040059918777250. Epub 2018 Jun 07. PMID: 30210179; PMCID: PMC6130842.
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The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence.

PloS one

Price GR, Fuchs LS.
PMID: 26859564
PLoS One. 2016 Feb 09;11(2):e0148981. doi: 10.1371/journal.pone.0148981. eCollection 2016.

This study investigated the relation between symbolic and nonsymbolic magnitude processing abilities with 2 standardized measures of math competence (WRAT Arithmetic and KeyMath Numeration) in 150 3rd-grade children (mean age 9.01 years). Participants compared sets of dots and pairs...

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Price GR, Fuchs LS. The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence. PLoS One. 2016;11(2):e0148981doi: 10.1371/journal.pone.0148981.
Price, G. R., & Fuchs, L. S. (2016). The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence. PloS one, 11(2), e0148981. https://doi.org/10.1371/journal.pone.0148981
Price, Gavin R, and Fuchs, Lynn S. "The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence." PloS one vol. 11,2 (2016): e0148981. doi: https://doi.org/10.1371/journal.pone.0148981
Price GR, Fuchs LS. The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence. PLoS One. 2016 Feb 09;11(2):e0148981. doi: 10.1371/journal.pone.0148981. eCollection 2016. PMID: 26859564; PMCID: PMC4747497.
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Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?.

Journal of educational psychology

Fuchs LS, Fuchs D, Hamlett CL, Lambert W, Stuebing K, Fletcher JM.
PMID: 20057912
J Educ Psychol. 2008 Feb 01;100(1):30-47. doi: 10.1037/0022-0663.100.1.30.

The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem...

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Fuchs LS, Fuchs D, Hamlett CL, et al. Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?. J Educ Psychol. 2008;100(1):30-47doi: 10.1037/0022-0663.100.1.30.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Lambert, W., Stuebing, K., & Fletcher, J. M. (2008). Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?. Journal of educational psychology, 100(1), 30-47. https://doi.org/10.1037/0022-0663.100.1.30
Fuchs, Lynn S, et al. "Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?." Journal of educational psychology vol. 100,1 (2008): 30-47. doi: https://doi.org/10.1037/0022-0663.100.1.30
Fuchs LS, Fuchs D, Hamlett CL, Lambert W, Stuebing K, Fletcher JM. Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?. J Educ Psychol. 2008 Feb 01;100(1):30-47. doi: 10.1037/0022-0663.100.1.30. PMID: 20057912; PMCID: PMC2802329.
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Embedding Number-Combinations Practice Within Word-Problem Tutoring.

Intervention in school and clinic

Powell SR, Fuchs LS, Fuchs D.
PMID: 22661880
Interv Sch Clin. 2010 Sep;46(1):22-30. doi: 10.1177/1053451210369516.

Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying...

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Powell SR, Fuchs LS, Fuchs D. Embedding Number-Combinations Practice Within Word-Problem Tutoring. Interv Sch Clin. 2010;46(1):22-30doi: 10.1177/1053451210369516.
Powell, S. R., Fuchs, L. S., & Fuchs, D. (2010). Embedding Number-Combinations Practice Within Word-Problem Tutoring. Intervention in school and clinic, 46(1), 22-30. https://doi.org/10.1177/1053451210369516
Powell, Sarah R, et al. "Embedding Number-Combinations Practice Within Word-Problem Tutoring." Intervention in school and clinic vol. 46,1 (2010): 22-30. doi: https://doi.org/10.1177/1053451210369516
Powell SR, Fuchs LS, Fuchs D. Embedding Number-Combinations Practice Within Word-Problem Tutoring. Interv Sch Clin. 2010 Sep;46(1):22-30. doi: 10.1177/1053451210369516. PMID: 22661880; PMCID: PMC3365562.
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Early Numerical Competencies and Students with Mathematics Difficulty.

Focus on exceptional children

Powell SR, Fuchs LS.
PMID: 23997274
Focus Except Child. 2012 Jan;44(5):1-16.

No abstract available.

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Powell SR, Fuchs LS. Early Numerical Competencies and Students with Mathematics Difficulty. Focus Except Child. 2012;44(5):1-16
Powell, S. R., & Fuchs, L. S. (2012). Early Numerical Competencies and Students with Mathematics Difficulty. Focus on exceptional children, 44(5), 1-16.
Powell, Sarah R, and Fuchs, Lynn S. "Early Numerical Competencies and Students with Mathematics Difficulty." Focus on exceptional children vol. 44,5 (2012): 1-16.
Powell SR, Fuchs LS. Early Numerical Competencies and Students with Mathematics Difficulty. Focus Except Child. 2012 Jan;44(5):1-16. PMID: 23997274; PMCID: PMC3756513.
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Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness".

Learning and individual differences

Lemons CJ, Key AP, Fuchs D, Yoder PJ, Fuchs LS, Compton DL, Williams SM, Bouton B.
PMID: 20514353
Learn Individ Differ. 2010 Jun 01;20(3):158-166. doi: 10.1016/j.lindif.2009.11.006.

The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of...

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Lemons CJ, Key AP, Fuchs D, et al. Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness". Learn Individ Differ. 2010;20(3):158-166doi: 10.1016/j.lindif.2009.11.006.
Lemons, C. J., Key, A. P., Fuchs, D., Yoder, P. J., Fuchs, L. S., Compton, D. L., Williams, S. M., & Bouton, B. (2010). Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness". Learning and individual differences, 20(3), 158-166. https://doi.org/10.1016/j.lindif.2009.11.006
Lemons, Christopher J, et al. "Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness"." Learning and individual differences vol. 20,3 (2010): 158-166. doi: https://doi.org/10.1016/j.lindif.2009.11.006
Lemons CJ, Key AP, Fuchs D, Yoder PJ, Fuchs LS, Compton DL, Williams SM, Bouton B. Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness". Learn Individ Differ. 2010 Jun 01;20(3):158-166. doi: 10.1016/j.lindif.2009.11.006. PMID: 20514353; PMCID: PMC2877269.
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Development and validation of the Diabetes Numeracy Test (DNT).

BMC health services research

Huizinga MM, Elasy TA, Wallston KA, Cavanaugh K, Davis D, Gregory RP, Fuchs LS, Malone R, Cherrington A, Dewalt DA, Buse J, Pignone M, Rothman RL.
PMID: 18452617
BMC Health Serv Res. 2008 May 01;8:96. doi: 10.1186/1472-6963-8-96.

BACKGROUND: Low literacy and numeracy skills are common. Adequate numeracy skills are crucial in the management of diabetes. Diabetes patients use numeracy skills to interpret glucose meters, administer medications, follow dietary guidelines and other tasks. Existing literacy scales may...

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Huizinga MM, Elasy TA, Wallston KA, et al. Development and validation of the Diabetes Numeracy Test (DNT). BMC Health Serv Res. 2008;8:96doi: 10.1186/1472-6963-8-96.
Huizinga, M. M., Elasy, T. A., Wallston, K. A., Cavanaugh, K., Davis, D., Gregory, R. P., Fuchs, L. S., Malone, R., Cherrington, A., Dewalt, D. A., Buse, J., Pignone, M., & Rothman, R. L. (2008). Development and validation of the Diabetes Numeracy Test (DNT). BMC health services research, 896. https://doi.org/10.1186/1472-6963-8-96
Huizinga, Mary Margaret, et al. "Development and validation of the Diabetes Numeracy Test (DNT)." BMC health services research vol. 8 (2008): 96. doi: https://doi.org/10.1186/1472-6963-8-96
Huizinga MM, Elasy TA, Wallston KA, Cavanaugh K, Davis D, Gregory RP, Fuchs LS, Malone R, Cherrington A, Dewalt DA, Buse J, Pignone M, Rothman RL. Development and validation of the Diabetes Numeracy Test (DNT). BMC Health Serv Res. 2008 May 01;8:96. doi: 10.1186/1472-6963-8-96. PMID: 18452617; PMCID: PMC2390531.
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Showing 25 to 36 of 72 entries