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Showing 61 to 72 of 72 entries
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Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach.

Contemporary educational psychology

Spencer M, Fuchs LS, Fuchs D.
PMID: 33100485
Contemp Educ Psychol. 2020 Jan;60. doi: 10.1016/j.cedpsych.2019.101825. Epub 2019 Nov 26.

We investigated the longitudinal relations between cognitive skills, specifically language-related skills, and word-problem solving in 340 children (6.10 to 9.02 years). We used structural equation modeling to examine whether word-problem solving, computation skill, working memory, nonverbal reasoning, oral language,...

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Spencer M, Fuchs LS, Fuchs D. Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach. Contemp Educ Psychol. 2019;60doi: 10.1016/j.cedpsych.2019.101825.
Spencer, M., Fuchs, L. S., & Fuchs, D. (2020). Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach. Contemporary educational psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101825
Spencer, Mercedes, et al. "Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach." Contemporary educational psychology vol. 60 (2020). doi: https://doi.org/10.1016/j.cedpsych.2019.101825
Spencer M, Fuchs LS, Fuchs D. Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach. Contemp Educ Psychol. 2020 Jan;60. doi: 10.1016/j.cedpsych.2019.101825. Epub 2019 Nov 26. PMID: 33100485; PMCID: PMC7583141.
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Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners.

Journal of learning disabilities

Cho E, Mancilla-Martinez J, Hwang JK, Fuchs LS, Seethaler PM, Fuchs D.
PMID: 35012396
J Learn Disabil. 2022 Jan 10;222194211068355. doi: 10.1177/00222194211068355. Epub 2022 Jan 10.

The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of what we refer to...

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Cho E, Mancilla-Martinez J, Hwang JK, et al. Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. J Learn Disabil. 2022;222194211068355doi: 10.1177/00222194211068355.
Cho, E., Mancilla-Martinez, J., Hwang, J. K., Fuchs, L. S., Seethaler, P. M., & Fuchs, D. (2022). Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. Journal of learning disabilities, 222194211068355. https://doi.org/10.1177/00222194211068355
Cho, Eunsoo, et al. "Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners." Journal of learning disabilities vol. (2022): 222194211068355. doi: https://doi.org/10.1177/00222194211068355
Cho E, Mancilla-Martinez J, Hwang JK, Fuchs LS, Seethaler PM, Fuchs D. Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. J Learn Disabil. 2022 Jan 10;222194211068355. doi: 10.1177/00222194211068355. Epub 2022 Jan 10. PMID: 35012396.
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Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties.

Exceptional children

Fuchs LS, Seethaler PM, Powell SR, Fuchs D, Hamlett CL, Fletcher JM.
PMID: 20209074
Except Child. 2008;74(2):155-173. doi: 10.1177/001440290807400202.

This study assessed the effects of preventative tutoring on the math problem solving of third-grade students with math and reading difficulties. Students (n = 35) were assigned randomly to continue in their general education math program or to receive...

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Fuchs LS, Seethaler PM, Powell SR, et al. Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties. Except Child. 2008;74(2):155-173doi: 10.1177/001440290807400202.
Fuchs, L. S., Seethaler, P. M., Powell, S. R., Fuchs, D., Hamlett, C. L., & Fletcher, J. M. (2008). Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties. Exceptional children, 74(2), 155-173. https://doi.org/10.1177/001440290807400202
Fuchs, Lynn S, et al. "Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties." Exceptional children vol. 74,2 (2008): 155-173. doi: https://doi.org/10.1177/001440290807400202
Fuchs LS, Seethaler PM, Powell SR, Fuchs D, Hamlett CL, Fletcher JM. Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties. Except Child. 2008;74(2):155-173. doi: 10.1177/001440290807400202. PMID: 20209074; PMCID: PMC2832201.
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Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving.

Journal of educational psychology

Fuchs LS, Compton DL, Fuchs D, Hollenbeck KN, Craddock CF, Hamlett CL.
PMID: 19884957
J Educ Psychol. 2008 Nov;100(4):829-850. doi: 10.1037/a0012657.

Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting...

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Fuchs LS, Compton DL, Fuchs D, et al. Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving. J Educ Psychol. 2008;100(4):829-850doi: 10.1037/a0012657.
Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Craddock, C. F., & Hamlett, C. L. (2008). Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving. Journal of educational psychology, 100(4), 829-850. https://doi.org/10.1037/a0012657
Fuchs, Lynn S, et al. "Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving." Journal of educational psychology vol. 100,4 (2008): 829-850. doi: https://doi.org/10.1037/a0012657
Fuchs LS, Compton DL, Fuchs D, Hollenbeck KN, Craddock CF, Hamlett CL. Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving. J Educ Psychol. 2008 Nov;100(4):829-850. doi: 10.1037/a0012657. PMID: 19884957; PMCID: PMC2600805.
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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?.

Journal of educational psychology

Fuchs LS, Fuchs D, Craddock C, Hollenbeck KN, Hamlett CL, Schatschneider C.
PMID: 19122881
J Educ Psychol. 2008;100(3):491-509. doi: 10.1037/0022-0663.100.3.491.

The purpose of this study was to assess the effects of small-group tutoring with and without validated classroom instruction on at-risk (AR) students' math problem solving. Stratifying within schools, 119 3(rd)-grade classes were randomly assigned to conventional or validated...

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Fuchs LS, Fuchs D, Craddock C, et al. 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?. J Educ Psychol. 2008;100(3):491-509doi: 10.1037/0022-0663.100.3.491.
Fuchs, L. S., Fuchs, D., Craddock, C., Hollenbeck, K. N., Hamlett, C. L., & Schatschneider, C. (2008). 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?. Journal of educational psychology, 100(3), 491-509. https://doi.org/10.1037/0022-0663.100.3.491
Fuchs, Lynn S, et al. "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?." Journal of educational psychology vol. 100,3 (2008): 491-509. doi: https://doi.org/10.1037/0022-0663.100.3.491
Fuchs LS, Fuchs D, Craddock C, Hollenbeck KN, Hamlett CL, Schatschneider C. 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?. J Educ Psychol. 2008;100(3):491-509. doi: 10.1037/0022-0663.100.3.491. PMID: 19122881; PMCID: PMC2536765.
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Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.

Journal of educational psychology

Fuchs LS, Powell SR, Seethaler PM, Cirino PT, Fletcher JM, Fuchs D, Hamlett CL, Zumeta RO.
PMID: 19865600
J Educ Psychol. 2009 Aug 01;101(3):561-576. doi: 10.1037/a0014701.

The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students' math difficulty status (mathematics difficulty alone vs. mathematics plus reading...

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Fuchs LS, Powell SR, Seethaler PM, et al. Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial. J Educ Psychol. 2009;101(3):561-576doi: 10.1037/a0014701.
Fuchs, L. S., Powell, S. R., Seethaler, P. M., Cirino, P. T., Fletcher, J. M., Fuchs, D., Hamlett, C. L., & Zumeta, R. O. (2009). Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial. Journal of educational psychology, 101(3), 561-576. https://doi.org/10.1037/a0014701
Fuchs, Lynn S, et al. "Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial." Journal of educational psychology vol. 101,3 (2009): 561-576. doi: https://doi.org/10.1037/a0014701
Fuchs LS, Powell SR, Seethaler PM, Cirino PT, Fletcher JM, Fuchs D, Hamlett CL, Zumeta RO. Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial. J Educ Psychol. 2009 Aug 01;101(3):561-576. doi: 10.1037/a0014701. PMID: 19865600; PMCID: PMC2768320.
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Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process.

Journal of educational psychology

Compton DL, Fuchs D, Fuchs LS, Bouton B, Gilbert JK, Barquero LA, Cho E, Crouch RC.
PMID: 20689725
J Educ Psychol. 2010 May 01;102(2):327-340. doi: 10.1037/a0018448.

The purposes of this study were (a) to identify measures that when added to a base 1(st)-grade screening battery help eliminate false positives and (b) to investigate gains in efficiency associated with a 2-stage gated screening procedure. We tested...

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Compton DL, Fuchs D, Fuchs LS, et al. Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process. J Educ Psychol. 2010;102(2):327-340doi: 10.1037/a0018448.
Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process. Journal of educational psychology, 102(2), 327-340. https://doi.org/10.1037/a0018448
Compton, Donald L, et al. "Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process." Journal of educational psychology vol. 102,2 (2010): 327-340. doi: https://doi.org/10.1037/a0018448
Compton DL, Fuchs D, Fuchs LS, Bouton B, Gilbert JK, Barquero LA, Cho E, Crouch RC. Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process. J Educ Psychol. 2010 May 01;102(2):327-340. doi: 10.1037/a0018448. PMID: 20689725; PMCID: PMC2913521.
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Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.

Journal of educational psychology

Fuchs LS, Geary DC, Compton DL, Fuchs D, Schatschneider C, Hamlett CL, Deselms J, Seethaler PM, Wilson J, Craddock CF, Bryant JD, Luther K, Changas P.
PMID: 24065865
J Educ Psychol. 2013 Jan 01;105(1):58-77. doi: 10.1037/a0030127.

The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was...

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Fuchs LS, Geary DC, Compton DL, et al. Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. J Educ Psychol. 2013;105(1):58-77doi: 10.1037/a0030127.
Fuchs, L. S., Geary, D. C., Compton, D. L., Fuchs, D., Schatschneider, C., Hamlett, C. L., Deselms, J., Seethaler, P. M., Wilson, J., Craddock, C. F., Bryant, J. D., Luther, K., & Changas, P. (2013). Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. Journal of educational psychology, 105(1), 58-77. https://doi.org/10.1037/a0030127
Fuchs, Lynn S, et al. "Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice." Journal of educational psychology vol. 105,1 (2013): 58-77. doi: https://doi.org/10.1037/a0030127
Fuchs LS, Geary DC, Compton DL, Fuchs D, Schatschneider C, Hamlett CL, Deselms J, Seethaler PM, Wilson J, Craddock CF, Bryant JD, Luther K, Changas P. Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. J Educ Psychol. 2013 Jan 01;105(1):58-77. doi: 10.1037/a0030127. PMID: 24065865; PMCID: PMC3779611.
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Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?.

Contemporary educational psychology

Fuchs LS, Powell SR, Fall AM, Roberts G, Cirino P, Fuchs D, Gilbert JK.
PMID: 32542063
Contemp Educ Psychol. 2020 Jan;60. doi: 10.1016/j.cedpsych.2019.101811. Epub 2019 Oct 25.

Conventional research methods for understanding sources of individual differences in word-problem solving (WPS) only permit estimation of average relations between component processes and outcomes. The purpose of the present study was instead to examine whether and if so how...

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Fuchs LS, Powell SR, Fall AM, et al. Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?. Contemp Educ Psychol. 2019;60doi: 10.1016/j.cedpsych.2019.101811.
Fuchs, L. S., Powell, S. R., Fall, A. M., Roberts, G., Cirino, P., Fuchs, D., & Gilbert, J. K. (2020). Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?. Contemporary educational psychology, 60. https://doi.org/10.1016/j.cedpsych.2019.101811
Fuchs, Lynn S, et al. "Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?." Contemporary educational psychology vol. 60 (2020). doi: https://doi.org/10.1016/j.cedpsych.2019.101811
Fuchs LS, Powell SR, Fall AM, Roberts G, Cirino P, Fuchs D, Gilbert JK. Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?. Contemp Educ Psychol. 2020 Jan;60. doi: 10.1016/j.cedpsych.2019.101811. Epub 2019 Oct 25. PMID: 32542063; PMCID: PMC7295126.
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Cognitive Profiles Associated With Responsiveness to Fraction Intervention.

Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children

Krowka SK, Fuchs LS.
PMID: 29123333
Learn Disabil Res Pract. 2017 Nov;32(4):216-230. doi: 10.1111/ldrp.12146. Epub 2017 Sep 11.

This study examined differences in cognitive processing between 4

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Krowka SK, Fuchs LS. Cognitive Profiles Associated With Responsiveness to Fraction Intervention. Learn Disabil Res Pract. 2017;32(4):216-230doi: 10.1111/ldrp.12146.
Krowka, S. K., & Fuchs, L. S. (2017). Cognitive Profiles Associated With Responsiveness to Fraction Intervention. Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children, 32(4), 216-230. https://doi.org/10.1111/ldrp.12146
Krowka, Sarah K, and Fuchs, Lynn S. "Cognitive Profiles Associated With Responsiveness to Fraction Intervention." Learning disabilities research & practice : a publication of the Division for Learning Disabilities, Council for Exceptional Children vol. 32,4 (2017): 216-230. doi: https://doi.org/10.1111/ldrp.12146
Krowka SK, Fuchs LS. Cognitive Profiles Associated With Responsiveness to Fraction Intervention. Learn Disabil Res Pract. 2017 Nov;32(4):216-230. doi: 10.1111/ldrp.12146. Epub 2017 Sep 11. PMID: 29123333; PMCID: PMC5672985.
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Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?.

Learning and individual differences

Namkung JM, Fuchs LS, Koziol N.
PMID: 29276363
Learn Individ Differ. 2018 Jan;61:151-157. doi: 10.1016/j.lindif.2017.11.018.

The purposes of this study were to (a) explore whether early fractions understanding at 4

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Namkung JM, Fuchs LS, Koziol N. Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?. Learn Individ Differ. 2018;61:151-157doi: 10.1016/j.lindif.2017.11.018.
Namkung, J. M., Fuchs, L. S., & Koziol, N. (2018). Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?. Learning and individual differences, 61151-157. https://doi.org/10.1016/j.lindif.2017.11.018
Namkung, Jessica M, et al. "Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?." Learning and individual differences vol. 61 (2018): 151-157. doi: https://doi.org/10.1016/j.lindif.2017.11.018
Namkung JM, Fuchs LS, Koziol N. Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?. Learn Individ Differ. 2018 Jan;61:151-157. doi: 10.1016/j.lindif.2017.11.018. PMID: 29276363; PMCID: PMC5736139.
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Using curriculum-based measurement to improve student achievement: Review of research.

Psychology in the Schools

Stecker P.M., Fuchs L.S., Fuchs D..
UIID-AC: 22
2005;42:795-819. doi: 10.1002/pits.20113.

This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions....

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Stecker P.M., Fuchs L.S., Fuchs D.. Using curriculum-based measurement to improve student achievement: Review of research. 2005;42:795-819doi: 10.1002/pits.20113.
Stecker P.M., Fuchs L.S., & Fuchs D. (2005). Using curriculum-based measurement to improve student achievement: Review of research. Psychology in the Schools, 42795-819. https://doi.org/10.1002/pits.20113
Stecker P.M., et al. "Using curriculum-based measurement to improve student achievement: Review of research." Psychology in the Schools vol. 42 (2005): 795-819. doi: https://doi.org/10.1002/pits.20113
Stecker P.M., Fuchs L.S., Fuchs D.. Using curriculum-based measurement to improve student achievement: Review of research. 2005;42:795-819. doi: 10.1002/pits.20113. UIID-AC: 22.
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Showing 61 to 72 of 72 entries