Lynn Fuchs

Q: What Schools Are Affiliated With Lynn Fuchs

Lynn Fuchs is affiliated with the following schools: Florida State University, University of Minnesota, Vanderbilt University, University of Kansas, Wheelock College, Johns Hopkins University, University of Pennsylvania

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Lynn Fuchs

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#1763

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Educational Psychology

#34

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#36

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Why Is Lynn Fuchs Influential?

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According to Wikipedia, Lynn Fuchs is an educational psychologist known for research on instructional practice and assessment, reading disabilities, and mathematics disabilities. She is the Dunn Family Chair in Psychoeducational Assessment in the Department of Special Education at Vanderbilt University.

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Lynn Fuchs's Published Works

Number of citations in a given year to any of this author's works

Total number of citations to an author for the works they published in a given year. This highlights publication of the most important work(s) by the author

Published Works

Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (2001) (1541)
Introduction to Response to Intervention: What, Why, and How Valid Is It?. (2006) (1273)
Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education (2005) (947)
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems (2003) (831)
Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research (2001) (799)
Effects of Systematic Formative Evaluation: A Meta-Analysis (1986) (713)
Inclusive Schools Movement and the Radicalization of Special Education Reform (1994) (703)
Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity (1997) (692)
The Prevention, Identification, and Cognitive Determinants of Math Difficulty. (2005) (563)
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems (2006) (539)
Sources of Individual Differences in Reading Comprehension and Reading Fluency. (2003) (535)
The Validity of Informal Reading Comprehension Measures (1988) (489)
Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research (2005) (484)
Formative Evaluation of Academic Progress: How Much Growth Can We Expect?. (1993) (471)
Using Curriculum-based Measurement to Establish Growth Standards for Students with Learning Disabilities (2001) (441)
The Effects of Frequent Curriculum-Based Measurement and Evaluation on Pedagogy, Student Achievement, and Student Awareness of Learning (1984) (434)
Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities. (1998) (434)
Paradigmatic Distinctions between Instructionally Relevant Measurement Models (1991) (404)
The “Blurring” of Special Education in a New Continuum of General Education Placements and Services (2010) (360)
Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures (2006) (355)
Smart RTI: A Next-Generation Approach to Multilevel Prevention (2012) (337)
The Past, Present, and Future of Curriculum-Based Measurement Research (2004) (336)
Responsiveness-to-Intervention (2012) (313)
A Model for Implementing Responsiveness to Intervention (2007) (299)
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005) (298)
Assessing intervention responsiveness: Conceptual and technical issues. (2003) (281)
Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria (2004) (268)
Enhancing third-grade student' mathematical problem solving with self-regulated learning strategies. (2003) (262)
Identifying a Measure for Monitoring Student Reading Progress. (1992) (252)
Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency (2004) (250)
Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition? (2008) (244)
Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations (1991) (230)
Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? (2010) (225)
Promoting Word Recognition, Fluency, and Reading Comprehension in Young Children (2005) (222)
Developmental predictors of fraction concepts and procedures. (2013) (220)
Association of Numeracy and Diabetes Control (2008) (218)
Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities (2005) (217)
Improving At-Risk Learners' Understanding of Fractions (2013) (216)
Neural predictors of individual differences in response to math tutoring in primary-grade school children (2013) (215)
Enhancing Students' Helping Behavior during Peer-Mediated Instruction with Conceptual Mathematical Explanations (1997) (208)
Effects of Explicit Teaching and Peer Tutoring on the Reading Achievement of Learning-Disabled and Low-Performing Students in Regular Classrooms (1995) (206)
Mathematical Problem-Solving Profiles of Students with Mathematics Disabilities With and Without Comorbid Reading Disabilities (2002) (206)
Effecting Superior Achievement Using Curriculum-based Measurement: The Importance of Individual Progress Monitoring. (2000) (204)
Responsiveness-To-Intervention: A Blueprint for Practitioners, Policymakers, and Parents (2005) (203)
Effects of Peer-Assisted Learning Strategies on High School Students with Serious Reading Problems (1999) (202)
Association of Numeracy and Diabetes Control (2008) (199)
Explicitly Teaching for Transfer: Effects on Third-Grade Students' Mathematical Problem Solving. (2003) (198)
The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities (2003) (193)
Treatment Validity as a Unifying Construct for Identifying Learning Disabilities (2002) (192)
Supplementing Teacher Judgments of Mathematics Test Accommodations with Objective Data Sources (2000) (189)
Selecting At-Risk First-Grade Readers for Early Intervention: Eliminating False Positives and Exploring the Promise of a Two-Stage Gated Screening Process. (2010) (189)
Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice (2008) (185)
Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties (2008) (184)
Rethinking Response to Intervention at Middle and High School (2010) (182)
Mainstream assistance teams: a scientific basis for the art of consultation. (1990) (181)
Examining the Reading Difficulty of Secondary Students with Learning Disabilities (2002) (179)
Does Early Reading Failure Decrease Children's Reading Motivation? (2008) (177)
Monitoring student progress toward the development of reading competence: A review of three forms of classroom-based assessment. (1999) (177)
Developing Curriculum-Based Measurement Systems For Data-Based Special Education Problem Solving (1987) (174)
Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities (2008) (171)
Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement (2000) (171)
What's 'Special' about Special Education? (1995) (170)
Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial. (2009) (170)
Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention (2007) (167)
Effects of Expert System Consultation within Curriculum-Based Measurement, Using a Reading Maze Task (1992) (165)
Development and validation of the Diabetes Numeracy Test (DNT) (2008) (161)
Enhancing Kindergartners' Mathematical Development: Effects of Peer-Assisted Learning Strategies (2001) (161)
Classwide Curriculum-Based Measurement: Helping General Educators Meet the Challenge of Student Diversity (1994) (155)
Curriculum-Based Measurement (1990) (152)
The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities (2012) (151)
Effects of Instrumental Use of Curriculum-Based Measurement to Enhance Instructional Programs (1989) (151)
Instructional Adaptation for Students at Risk (1992) (148)
The Predictive Validity of Dynamic Assessment (2008) (146)
The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders (2006) (145)
Must Instructionally Useful Performance Assessment Be Based in the Curriculum? (1994) (145)
Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction. (2014) (144)
Using CBM as an Indicator of Decoding, Word Reading, and Comprehension: Do the Relations Change With Grade? (2005) (144)
The contributions of numerosity and domain-general abilities to school readiness. (2010) (144)
High-Achieving Students’ Interactions and Performance on Complex Mathematical Tasks as a Function of Homogeneous and Heterogeneous Pairings (1998) (142)
Research on Peer-Assisted Learning Strategies: The Promise and Limitations of Peer-Mediated Instruction (2006) (140)
Prereferral Intervention: A Prescriptive Approach (1990) (140)
Peer-Assisted Learning Strategies in Reading (2001) (138)
Effects of Curriculum within Curriculum-Based Measurement (1991) (137)
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? (2008) (136)
Enhancing First-Grade Children's Mathematical Development with Peer-Assisted Learning Strategies (2002) (136)
Progress Monitoring as Essential Practice within Response to Intervention (2008) (136)
The Nature of Student Interactions During Peer Tutoring With and Without Prior Training and Experience (1994) (131)
Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. (2013) (128)
Using Objective Data Sources to Enhance Teacher Judgments about Test Accommodations (2000) (128)
The Efficacy of Peer Tutoring in Reading for Students with Disabilities: A Best-Evidence Synthesis. (1991) (127)
What Is Intensive Instruction and Why Is It Important? (2014) (126)
Responsiveness to Mathematical Problem-Solving Instruction (2004) (125)
Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers (2001) (125)
Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels (2003) (124)
Expanding Schema-Based Transfer Instruction to Help Third Graders Solve Real-Life Mathematical Problems (2004) (124)
The Journal Of Special Education (1993) (124)
Effects of Alternative Goal Structures within Curriculum-Based Measurement (1989) (124)
Helping Teachers Formulate Sound Test Accommodation Decisions for Students with Learning Disabilities. (2001) (122)
Researchers and teachers working together to adapt instruction for diverse learners. (1998) (121)
Principles for the Prevention and Intervention of Mathematics Difficulties (2001) (117)
Exploring effective and efficient prereferral interventions: A component analysis of behavioral consultation. (1989) (117)
The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties. (2010) (116)
Peer-Mediated Reading Instruction in Special Education Resource Rooms. (1993) (113)
The role of skills analysis in curriculum-based measurement in math. (1990) (111)
Bridging the Special Education Divide (2000) (111)
Errors in Multi-Digit Arithmetic and Behavioral Inattention in Children With Math Difficulties (2009) (111)
Monitoring Reading Growth Using Student Recalls: Effects of Two Teacher Feedback Systems (1989) (109)
Enhancing mathematical problem solving among third-grade students with schema-based instruction (2004) (108)
Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties (2015) (107)
Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties (2013) (105)
A Summary of Research on Test Changes: An Empirical Basis for Defining Accommodations. (2000) (105)
Scaling Up an Early Reading Program: Relationships Among Teacher Support, Fidelity of Implementation, and Student Performance Across Different Sites and Years (2008) (104)
Extending Responsiveness to Intervention to Mathematics at First and Third Grades (2007) (104)
Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability (2008) (102)
Acquisition and Transfer Effects of Classwide Peer-Assisted Learning Strategies in Mathematics for Students with Varying Learning Histories. (1995) (101)
Sources of individual differences in children's understanding of fractions. (2014) (100)
Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks (2017) (99)
Is Reading Important in Reading-Readiness Programs? A Randomized Field Trial with Teachers as Program Implementers. (2001) (99)
A Conservative Approach to Special Education Reform: Mainstreaming Through Transenvironmental Programming and Curriculum-Based Measurement (1993) (97)
Is Word-Problem Solving a Form of Text Comprehension? (2015) (96)
General Educators' Specialized Adaptation for Students with Learning Disabilities (1995) (94)
Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities (2015) (94)
A Framework for Building Capacity for Responsiveness to Intervention (2006) (92)
Effects of Task-Focused Goals on Low-Achieving Students With and Without Learning Disabilities (1997) (92)
Effects of Peer-Assisted Learning Strategies in Reading with and without Training in Elaborated Help Giving (1999) (91)
The Many Faces of Special Education Within RTI Frameworks in the United States and Finland (2016) (91)
Reliability and Validity of Curriculum-Based Informal Reading Inventories. (1982) (90)
Inclusion Versus Specialized Intervention for Very-Low-Performing Students (2015) (89)
Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. (2020) (88)
General and math-specific predictors of sixth-graders’ knowledge of fractions ☆ (2015) (87)
Sometimes Separate Is Better. (1995) (84)
Preliminary Evidence on the Social Standing of Students with Learning Disabilities in PALS and No–PALS Classrooms (2002) (84)
Accelerating Chronically Unresponsive Children to Tier 3 Instruction (2012) (84)
The Potential for Diagnostic Analysis within Curriculum-Based Measurement (2003) (84)
Dynamic Assessment as Responsiveness to Intervention; a Scripted Protocol to Identify Young At-Risk Readers (2007) (83)
Effects of Workgroup Structure and Size on Student Productivity during Collaborative Work on Complex Tasks (2000) (82)
Enhancing Mathematical Problem Solving for Students with Disabilities (2005) (82)
The Early Prevention of Mathematics Difficulty (2012) (82)
Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties. (2009) (81)
The Utility of Curriculum-Based Measurement and Performance Assessment as Alternatives to Traditional Intelligence and Achievement Tests. (1997) (81)
First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status (2012) (80)
Measuring Pupil Progress: A Comparison of Standardized Achievement Tests and Curriculum-Related Measures (1986) (80)
Mathematics Performance Assessment in the Classroom: Effects on Teacher Planning and Student Problem Solving (1999) (80)
The Contribution of Skills Analysis to Curriculum-Based Measurement in Spelling (1991) (79)
Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers. (2013) (79)
Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty. (2010) (78)
The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study (2010) (78)
Effects of Peer-Mediated Reading Instruction on the On-Task Behavior and Social Interaction of Children with Behavior Disorders (1995) (78)
Bridging the research-to-practice gap with mainstream assistance teams: A cautionary tale. (1996) (78)
Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge. (2012) (76)
The Taxonomy of Intervention Intensity (2016) (76)
Curriculum-Based Measurement: Describing Competence, Enhancing Outcomes, Evaluating Treatment Effects, and Identifying Treatment Nonresponders (2002) (74)
The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks (2011) (74)
Explicitly Teaching for Transfer: Effects on the Mathematical Problem-Solving Performance of Students with Mathematics Disabilities. (2002) (73)
Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention (2007) (72)
The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study. (2011) (72)
General, Special, and Remedial Teachers' Acceptance of Behavioral and Instructional Strategies for Mainstreaming Students with Mild Handicaps (1991) (71)
Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving. (2008) (71)
Exploring the Importance of Reading Programs for Kindergartners with Disabilities in Mainstream Classrooms (2002) (70)
Technical Features of a Mathematics Concepts and Applications Curriculum-Based Measurement System (1994) (70)
Competing Visions for Educating Students with Disabilities: Inclusion Versus Full Inclusion. (1998) (70)
Effects of Expert System Advice within Curriculum-Based Measurement in Teacher Planning and Student Achievement in Spelling. (1991) (70)
Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge? (2014) (69)
Are Teachers' Perceptions of Difficult-to-Teach Students Racially Biased?. (1991) (69)
Effects of Computer-Based Test Accommodations on Mathematics Performance Assessments for Secondary Students with Learning Disabilities (2000) (68)
Evidence-Based Practices in a Changing World (2014) (66)
Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension (2018) (66)
Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade. (2016) (66)
Rethinking Service Delivery for Students With Significant Learning Problems (2015) (66)
Improving the Reliability of Curriculum-Based Measures of Academic Skills for Psychoeducational Decision Making (1983) (65)
Test Procedure Bias: A Meta-Analysis of Examiner Familiarity Effects (1986) (64)
General Educators' Instructional Adaptation for Students with Learning Disabilities (1998) (64)
Mathematical Problem-Solving Strategy Instruction for Third-Grade Students with Learning Disabilities (2002) (63)
Developing Goals and Objectives for Educational Programs. (1982) (63)
A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions. (2005) (63)
Development of fraction concepts and procedures in U.S. and Chinese children. (2015) (62)
Strengthening the Connection between Assessment and Instructional Planning with Expert Systems. (1994) (62)
Curriculum-Based Assessment of Progress Toward Long-Term and Short-Term Goals (1986) (61)
Determining Adequate Yearly Progress from Kindergarten Through Grade 6 with Curriculum-Based Measurement (2004) (61)
IS “ LEARNING DISABILITIES ” JUST A FANCY TERM FOR LOW ACHIEVEMENT ? A META-ANALYSIS OF READING DIFFERENCES BETWEEN LOW ACHIEVERS WITH AND WITHOUT THE LABEL (2002) (61)
On the Importance of a Unified Model of Responsiveness-To-Intervention. (2009) (61)
What Is Scientifically-Based Research on Progress Monitoring?. (2001) (60)
Importance of Goal Ambitiousness and Goal Mastery to Student Achievement (1985) (60)
Aberrant functional activation in school age children at-risk for mathematical disability: A functional imaging study of simple arithmetic skill (2009) (59)
Supported Self-Explaining during Fraction Intervention. (2015) (59)
Monitoring Progress Among Mildly Handicapped Pupils (1986) (58)
Norm-Referenced Tests: Are They Valid for Use with Handicapped Students? (1987) (57)
Teacher Planning for Students with Learning Disabilities: Differences between General and Special Educators. (1992) (56)
The Relation Between Student Ability and the Quality and Effectiveness of Explanations (1996) (56)
Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different? (2016) (56)
Evaluation of the Adaptive Learning Environments Model (1988) (56)
The neural correlates of calculation ability in children: an fMRI study. (2009) (55)
Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty With and Without Reading Difficulty? (2009) (55)
The Adequacy of Tools for Assessing Reading Competence: A Framework and Review (2006) (54)
Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions (2016) (54)
Cognitive and numerosity predictors of mathematical skills in middle school. (2016) (54)
Does understanding relational terminology mediate effects of intervention on compare word problems? (2012) (53)
Effects of Curriculum-Based Measurement on Teachers' Instructional Planning (1989) (53)
Where Is the Research on Consultation Effectiveness (1992) (52)
Fair and Unfair Testing Accommodations. (1999) (52)
The Predictive Utility of Kindergarten Screening for Math Difficulty (2010) (51)
Intervention Effects for Students With Comorbid Forms of Learning Disability (2013) (51)
Reading differences between low-achieving students with and without learning disabilities: A meta-analysis. (2000) (50)
Toward a Responsible Reintegration of Behaviorally Disordered Students (1991) (49)
A Framework for Remediating Number Combination Deficits (2010) (49)
Linking Assessment to Instructional Intervention: An Overview. (1986) (48)
Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students. (2015) (48)
Effects of Curriculum-Based Measurement With and Without Diagnostic Feedback on Teacher Planning (2005) (47)
Effects of Summer Break on Math and Spelling Performance as a Function of Grade Level (1992) (45)
A Response to “Competing Views: A Dialogue on Response to Intervention” (2006) (45)
Identifying Appropriate Test Accommodations for Students with Learning Disabilities. (2017) (45)
Effects of Goal Structures and Performance Contingencies on the Math Performance of Adolescents with Learning Disabilities (1989) (44)
The Relation between Teachers' Beliefs about the Importance of Good Student Work Habits, Teacher Planning, and Student Achievement (1994) (44)
Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners (2015) (44)
A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills (2019) (44)
The Cognitive Correlates of Computational Estimation Skill Among Third‐Grade Students (2006) (43)
Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning (2015) (43)
Program Development (1987) (43)
The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge. (2016) (43)
Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials (2017) (42)
A Curricular-Sampling Approach to Progress Monitoring (2008) (41)
Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill. (2014) (40)
Effects of Examiner Familiarity on Black, Caucasian, and Hispanic Children: A Meta-Analysis (1989) (40)
Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information. (2016) (40)
Developing First-Grade Reading Fluency through Peer Mediation (2001) (39)
Responsiveness to Intervention: Multilevel Assessment and Instruction as Early Intervention and Disability Identification. (2009) (39)
Using Word Identification Fluency to Monitor First-Grade Reading Development (2012) (38)
Teaching Third Graders about Real‐Life Mathematical Problem Solving: A Randomized Controlled Study (2006) (38)
Promises and Limitations of Peer-Assisted Learning Strategies in Reading. (2007) (38)
Computers and Curriculum-Based Measurement: Effects of Teacher Feedback Systems. (1989) (37)
Making educational research more important. (1990) (37)
Early Numerical Competencies and Students with Mathematics Difficulty. (2012) (37)
The Reliability and Validity of Skills Analysis within Curriculum-Based Measurement. (1989) (37)
Remediating Computational Deficits at Third Grade: A Randomized Field Trial (2008) (37)
Exploring Dynamic Assessment as a Means of Identifying Children At Risk of Developing Comprehension Difficulties (2011) (36)
Cooperative Story Mapping (1997) (36)
Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability (2016) (36)
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers (2018) (36)
The Importance of Providing Background Information on the Structure and Scoring of Performance Assessments (2000) (36)
Response to Wang and Walberg (1988) (36)
Using curriculum-based measurement to inform reading instruction (2007) (36)
Responsiveness to Intervention: Preventing and Identifying Mathematics Disability (2005) (36)
Bias in the Assessment of Handicapped Children (1985) (35)
Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction. (2020) (35)
Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning (2018) (35)
Case-by-Case Reintegration of Students with Learning Disabilities (1992) (35)
A historical perspective on special education reform (1996) (35)
Effects of Computer-Managed Instruction on Teachers' Implementation of Systematic Monitoring Programs and Student Achievement. (1988) (35)
Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades. (2012) (35)
Two-Stage Screening for Math Problem-Solving Difficulty Using Dynamic Assessment of Algebraic Learning (2011) (34)
Improving Peers' Helping Behavior to Students with Learning Disabilities during Mathematics Peer Tutoring (1996) (34)
Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment. (2012) (33)
Combining Performance Assessment and Curriculum-Based Measurement to Strengthen Instructional Planning. (1996) (33)
Mainstream Assistance Teams to Accommodate Difficult-to-Teach Students in General Education. (1987) (33)
The Relationship between Curriculum-Based Mastery Measures and Standardized Achievement Tests in Reading. (1981) (33)
Empirical Validation of Criterion-Referenced Tests. (1985) (33)
Limitations of a Feel-Good Approach to Consultation (1992) (32)
Conducting Curriculum-Based Measurement with Computerized Data Collection: Effects on Efficiency and Teacher Satisfaction (1988) (32)
Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers (2014) (32)
K-PALS Helping Kindergartners with Reading Readiness: Teachers and Researchers in Partnerships (2001) (31)
Consultation as a Technology and the Politics of School Reform (1996) (31)
Early Screening for Risk of Reading Disabilities (2012) (31)
Evaluating a Multidimensional Reading Comprehension Program and Reconsidering the Lowly Reputation of Tests of Near‐Transfer (2018) (31)
Curriculum‐Based Measurement as the Emerging Alternative: Three Decades Later (2017) (31)
One Blueprint for Bridging the Gap: Project PROMISE: (Practitioners and Researchers Orchestrating Model Innovations to Strengthen Education) (2001) (30)
Functional Correlates of Children's Responsiveness to Intervention (2011) (29)
Prereferral Intervention Through Teacher Consultation (1990) (29)
Understanding Unresponsiveness to Tier 2 Reading Intervention (2014) (29)
The role of assessment in the three-tier approach to reading instruction. (2007) (29)
Differential Effects of Peer-Assisted Learning Strategies on Students’ Social Preference and Friendship Making (2005) (28)
Criterion-Referenced Assessment Without Measurement (1984) (28)
Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention (2014) (27)
Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency. (2020) (27)
Connecting Performance Assessment to Instruction: A Comparison of Behavioral Assessment, Mastery Learning, Curriculum-Based Measurement, and Performance Assessment. ERIC Digest E530. (1995) (27)
Cognitive and behavioral attention in children with math difficulties (2013) (26)
Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence. (2018) (26)
Peer-Assisted Learning Strategies (2005) (26)
Effects of Mastery Learning Procedures on Student Achievement (1986) (26)
Effects of Goal Line Feedback on Level, Slope, and Stability of Performance within Curriculum-Based Measurement. (1991) (26)
The Effectiveness of Kindergarten Peer-Assisted Learning Strategies for Students with Disabilities (2011) (25)
Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving (2005) (25)
Reconfiguration of parietal circuits with cognitive tutoring in elementary school children (2016) (25)
Intensive Intervention in Mathematics. (2015) (25)
Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners (2019) (25)
EFFECTS OF ONGOING CURRICULUM-BASED MEASUREMENT ON STUDENT AWARENESS OF GOALS AND PROGRESS (1989) (25)
Prediction and Stability of Mathematics Skill and Difficulty (2013) (25)
Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems? (2014) (24)
Using Computers with Curriculum-Based Monitoring: Effects on Teacher Efficiency and Satisfaction (1987) (24)
A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties. (2016) (24)
Facilitating the Efficiency of On-Going Curriculum-Based Measurement (1986) (24)
Curriculum-Based Measurements: Current Applications and Future Directions. (1991) (24)
Instructional Changes, Student Performance, and Teacher Preferences: The Effects of Specific Measurement and Evaluation Procedures. (1982) (23)
Counterpoint: Special Education—Ineffective? Immoral? (1994) (23)
Using CBM for Progress Monitoring in Reading. (2011) (23)
Methodological Issues in Curriculum-Based Reading Assessment (1984) (22)
The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence (2016) (22)
Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students? (2016) (22)
Use of Aggregation to Improve the Reliability of Simple Direct Measures of Academic Performance. (1982) (22)
Interactive Effects of Reading Mode, Production Format, and Structural Importance of Text among LD Pupils (1988) (21)
Prereferral Intervention to Increase Attention and Work Productivity Among Difficult-To-Teach Pupils (1990) (21)
Monitoring the Academic Progress of Children Who Are Unresponsive to Generally Effective Early Reading Intervention (2002) (21)
Special Education Practice in Evaluating Student Progress toward Goals. (1982) (21)
Influences of Neural Pathway Integrity on Children's Response to Reading Instruction (2010) (21)
Students with Disabilities’ Abysmal School Performance: An Introduction to the Special Issue (2018) (21)
On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue (2018) (20)
Test performance of language-handicapped children with familiar and unfamiliar examiners. (1983) (20)
Effects of Frequent Curriculum-Based Measurement and Evaluation on Student Achievement and Knowledge of Performance: An Experimental Study. (1982) (20)
Rates of Classroom Participation and the Validity of Sociometry (2000) (20)
Effects of Varying Item Domain and Sample Duration on Technical Characteristics of Daily Measures in Reading. (1981) (20)
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties (2019) (20)
Effects of Classwide Curriculum-based Measurement and Peer Tutoring (1994) (20)
Comparisons among Individual and Cooperative Performance Assessments and Other Measures of Mathematics Competence (1998) (19)
Prevention Research in Mathematics (2005) (19)
Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill? (2018) (19)
Creating Opportunities for Intensive Intervention for Students with Learning Disabilities (2009) (19)
Responsiveness-To-Intervention: A “Systems” Approach to Instructional Adaptation (2016) (18)
The Effect of Examiners' Personal Familiarity and Professional Experience on Handicapped Children's Test Performance. (1985) (18)
Technological Advances Linking the Assessment of Students' Academic Proficiency to Instructional Planning (1993) (18)
Instructional and Curricular Requisites of Mainstreamed Students with Learning Disabilities (1991) (18)
The Promise and Limitations of Reading Instruction in the Mainstream: The Need for a Multilevel Approach (2004) (18)
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example (2018) (18)
Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students (2015) (18)
Effects of Systematic Observation and Feedback on Teachers' Implementation of Curriculum-Based Measurement (1993) (18)
Factors Contributing to Teachers’ Sustained Use of Kindergarten Peer-Assisted Learning Strategies (2010) (18)
Preparing Students with Special Needs for Reintegration (1998) (18)
Effects of Examiner Familiarity and Task Characteristics on Speech- and Language-Impaired Children's Test Performance (1984) (17)
Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention. (2018) (17)
Curriculum-Based Measurement (1988) (16)
Effectiveness of Student versus Teacher Monitoring during Prereferral Intervention. (1993) (16)
Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness" (2010) (16)
Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development (2011) (15)
The Relation between Methods of Graphing Student Performance Data and Achievement: A Meta-Analysis (1986) (15)
Direct and Frequent Measurement and Evaluation: Effects on Instruction and Estimates of Student Progress. (1982) (15)
A Microanalysis of Participant Behavior in Familiar and Unfamiliar Test Conditions (1983) (15)
Alternative paths to improved word-problem performance: An advantage for embedding prealgebraic reasoning instruction within word-problem intervention. (2021) (15)
Using CBM for Progress Monitoring in Written Expression and Spelling. (2011) (15)
A Meta-Analysis of Reading Differences between Underachievers with and without the Learning Disabilities Label: A Brief Report. (2000) (14)
An Analysis of Spelling Curricula and Teachers' Skills in Identifying Error Types (1990) (14)
Alternative Ways of Analyzing Effects of a Short School Break on Students with and without Disabilities. (1994) (14)
Data-Based Program Modification: A Continuous Evaluation System with Computer Software to Facilitate Implementation (1983) (13)
Improving Language Comprehension to Enhance Word-Problem Solving (2020) (13)
Effects of Goal and Test-Taking Strategies on the Computation Performance of Students with Learning Disabilities. (1993) (13)
Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities. (2019) (13)
Peer-Mediated Programs to Strengthen Classroom Instruction: Cooperative Learning, Reciprocal Teaching, Classwide Peer Tutoring and Peer-Assisted Learning Strategies (2007) (13)
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports (2021) (13)
A Comparison of Reading Placements Based on Teacher Judgment, Standardized Testing, and Curriculum-Based Assessment. (1981) (13)
Principles for Sustaining Research-based Practice in the Schools: A Case Study. (2017) (13)
Classwide Decisionmaking With Computerized Curriculum-Based Measurement (1992) (12)
The Taxonomy of Intervention Intensity (2018) (12)
Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach. (2020) (12)
Building a Bridge across the Canyon (1998) (12)
Accommodating Diversity Through Peabody Classwide Peer Tutoring (1995) (12)
Extending Responsiveness-to-Intervention to Math Problem-Solving at Third Grade (2006) (12)
Hot Math: Promoting Mathematical Problem Solving among Third-Grade Students with Disabilities. (2002) (12)
Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty. (2012) (11)
Computer Applications to Curriculum-Based Measurement (2002) (11)
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency? (2016) (11)
Classwide Decision-Making Strategies with Curriculum-Based Measurement (1992) (11)
Improving Reading Comprehension for Children with Disabilities: A Review of Research. Final Report. (1998) (11)
Technical Adequacy of Basal Readers' Mastery Tests: The Ginn 720 Series. (1983) (10)
Variables influencing algebra performance: Understanding rational numbers is essential (2019) (10)
Temporo-frontal activation during phonological processing predicts gains in arithmetic facts in young children (2019) (10)
Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? (2018) (10)
A Quantitative Synthesis of Effects of Formative Evaluation on Achievement. (1985) (10)
Using Curriculum-Based Measurement to Identify the 2% Population (2008) (9)
Effects of Examiner Familiarity on LD and MR Students' Language Performance (1987) (8)
Teacher Judgment of Student Mastery of Math Skills (1993) (8)
Quality of Explanation as an Indicator of Fraction Magnitude Understanding (2018) (8)
Responsiveness to Intervention A JAodel for Implementing Responsiveness to Intervention (2007) (8)
The Development of Arithmetic and Word-Problem Skill Among Students with Mathematics Disability (2011) (8)
Implementing Effective Teaching Strategies with Learning Disabled Students through Curriculum-Based Measurement. (1992) (8)
New Standards and Old Divides: Policy Attitudes About College- and Career-Readiness Standards for Students with Disabilities (2020) (8)
Use of Curriculum-Based Measurement in Identifying Students with Disabilities. (2017) (8)
Examiner Accuracy during Protocol Completion (1984) (8)
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 (2018) (8)
The Nature of Inaccuracy among Readability Formulas. (1983) (8)
Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence? (2020) (8)
Cognitive Profiles Associated With Responsiveness to Fraction Intervention (2017) (7)
Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade (2020) (7)
The Effects of Summer Break on Math Skills of Learning Disabled and Low-Achieving Students. (1991) (7)
Contextual Variables Affecting Instructional Adaptation for Difficult-to-Teach Students. (1993) (7)
Performance Instability of Learning Disabled, Emotionally Handicapped, and Nonhandicapped Children (1986) (7)
The Effect of Alternative Data-Utilization Rules on Spelling Achievement: An N of 1 Study. (1983) (7)
Performance Instability: An Identifying Characteristic of Learning Disabled Children? (1985) (7)
Non-responders: How to find them? How to help them? What do they mean for special education? (2004) (7)
Classroom Ecological Inventory (1994) (7)
The Role of Cognitive Processes in Treating Mathematics Learning Difficulties (2019) (6)
TEACHER‐DIRECTED READING INSTRUCTION IN THE MAINSTREAM: A CALL FOR INSTRUCTIONAL REFORM (1995) (6)
Academic Assessment and Instrumentation (1994) (6)
Editorial: Special Education's Wake-Up Call (1992) (6)
Early Prediction of Reading Disability using Machine Learning (2009) (6)
Multilevel Response-to-Intervention Prevention Systems: Mathematics Intervention at Tier 2 (2016) (6)
Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance? (2019) (6)
Analysis of anatomic variability in children with low mathematical skills (2008) (6)
Visual-Motor Integration (2008) (6)
Early Number Competencies and Mathematical Learning (2015) (6)
The Center for Improving Learning of Fractions (2014) (5)
Helping Educators Discuss Responsiveness to Intervention with Parents and Students. Q&A. Winter 2007. (2007) (5)
Assessment in the Nineties (1993) (5)
Respecting the Importance of Science and Practice: A Pragmatic View (1998) (5)
Learning Disabilities: From Identification to Intervention. Second Edition. (2018) (5)
Staying Within One's Data to Make Recommendations for Practice in Primary Educational Research Journals (2013) (5)
Academic Supports for Students with Disabilities. Brief No. 2. (2020) (5)
Peer-Assisted Learning Strategies (PALS): A Validated Classwide Program for Improving Reading and Mathematics Performance (2020) (5)
COMMENTARY Rethinking Response to Intervention at Middle and High School (2010) (5)
Participants' Verbal and Nonverbal Behavior in Familiar and Unfamiliar Test Conditions: An Exploratory Analysis (1983) (5)
The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status (2019) (5)
Technology at Work (1992) (5)
Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties (2019) (5)
The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students' Decimal Magnitude Understanding. (2017) (5)
A Comparison of Mastery Learning Procedures among High and Low Ability Students. (1985) (5)
Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement (2014) (4)
Connecting Performance Assessment to Instruction. Performance Assessment: CEC Mini-Library. (1994) (4)
Computer Applications to Facilitate Curriculum-Based Measurement. (1992) (4)
Peer-Assisted Learning Strategies in Reading for Students With Different Learning Needs (2007) (4)
Embedding Number-Combinations Practice Within Word-Problem Tutoring (2010) (4)
Scoring Accuracy within Curriculum-Based Measurement: A Comparison of Teachers and Microcomputer Applications (1991) (4)
NRCLD Update on Responsiveness to Intervention: Research to Practice. Winter 2007. (2007) (4)
Personal Space Preference among Adolescents with and without Visual Disabilities. (1997) (4)
Longitudinal algebra prediction for early versus later takers (2018) (4)
Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes. (2021) (4)
Strategies to Enhance Young Children's Mathematical Development (2006) (3)
Reflections on 'Self-Recording During Unsupervised Academic Activity: Effects on Time Spent Out of Class' (1996) (3)
Personal-Space Preference among Male Elementary and High School Students with and without Visual Impairments (1998) (3)
Peer mediation: A means of differentiating classroom instruction (2011) (3)
Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis (2020) (3)
Writing Research Reports for Publication (1993) (3)
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter? (2019) (3)
Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change Approach. (2017) (3)
Republication of “Curriculum-Based Measurement: A Standardized, Long-Term Goal Approach to Monitoring Student Progress” (2015) (3)
Evidence-Based Practices in a Changing World: Reconsidering the Counterfactual in Educational Research (2019) (3)
Relation between brain architecture and mathematical ability in children: a DBM study. (2013) (3)
The Technical Adequacy of a Basal Reading Mastery Test: The Holt Basic Reading Series. (1983) (3)
Three Frameworks for Assessing Responsiveness to Instruction as a Means of Identifying Mathematical Learning Disabilities (2019) (3)
Curriculum-Based Assessment (2008) (3)
Peer-Mediated Reading Instruction in Special Education Resource Room Settings. Final Report. (1991) (3)
Counterpoint: Much Ado about Something (Though We're Not Sure It's Our Article): A Reply to Howell and Evans (1995) (2)
CHAPTER 12 – Learning Disabilities (2008) (2)
The Effect of Measuring Student Progress Toward Long vs. Short-Term Goals: A Meta-Analysis. (1985) (2)
Creating a Strong Foundation for Mathematics Learning with Kindergarten Peer-Assisted Learning Strategies (2001) (2)
The Importance of Context in Testing: A Meta-Analysis. (1985) (2)
A Quasiexperimental Evaluation of Two Versions of First-Grade PALS: One With and One Without Repeated Reading (2020) (2)
Inaccuracy among Readability Formulas: Implications for the Measurement of Reading Proficiency and Selection of Instructional Material. (1984) (2)
Improving the Credibility of Educational Intervention Research (2018) (2)
Unicorn's Horn or Straw Man? A Response to Johnston and Allington (1984) (2)
Enhancing Instructional Programming and Student Achievement with Curriculum-Based Measurement (2017) (2)
Introduction to Special Section (1990) (2)
Responsive to Diversity Peer-Assisted Learning Strategies: Making Classrooms More (2012) (2)
Accelerating mathematics word problem-solving performance and efficacy with think-aloud strategies (2019) (1)
Modelling multilevel nonlinear treatment-by-covariate interactions in cluster randomized controlled trials using a generalized additive mixed model. (2022) (1)
Curriculum for Students With Severe Disabilities (2014) (1)
Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency-Based Screening Assessments. (2022) (1)
Sampling Passages and Student Behavior for IRIs: A Reply to Duffelmeyer (1984) (1)
Combining Reading Comprehension Instruction with Cognitive Training to Provide Intensive Intervention to at-Risk Students (2018) (1)
Effects of Alternative Student Performance Graphing Procedures on Achievement. (1986) (1)
Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners (2019) (1)
Can Teaching Fractions Improve Teachers’ Fraction Understanding? (2021) (1)
Enhancing Interactions During Dyadic Learning in Mathematics (2000) (1)
TIX 199: Tying Can Be a Snap (1984) (1)
Domain General and Specific Contributions to Algebra: A Sequenced Longitudinal Path Model (2021) (1)
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners (2022) (1)
The Effects of Language Instruction on Math Development. (2022) (1)
Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. (2019) (1)
Effects of Long- and Short-Term Goal Assessment on Student Achievement. (1986) (1)
Does Word-Problem Performance Maintain? Follow-Up One Year After Implementation of a Word-Problem Intervention (2021) (1)
Institutes for Research on Learning Disabilities (2008) (1)
Screening Academic Achievement: Review of the Peabody Individual Achievement Test-Revised. (1992) (1)
Adaptive Learning Environments Model ; Regular and Special Education Relationship (2007) (0)
Special Series: Reading Part Two of Two Guest Editors: Stephanie Al Otaiba, (2014) (0)
Treatment Interaction; *Behavior Problems; *Disabilities; *Exceptional Child Research; *Individual Differences; Instructional Effectiveness; Intervention; Naturalistic Observation; Prevention; *Qualitative Research; Research Design; *Research Methodology; Special Education; (1989) (0)
Editorial Policy/Information for Authors (1996) (0)
Intervention to Improve Arithmetic, Word-Problem, and Fraction Performance in Students with Mathematics Disabilities (2017) (0)
Mathematics Achievement Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting (2014) (0)
Goals, Use of (2008) (0)
Editorial Policy/Information for Authors (1988) (0)
Editorial Policy/Information for Authors (1996) (0)
Editorial Policy/Information for Authors (1994) (0)
Editorial (1988) (0)
Title : Examination of Latent Classes and Growth Trajectories in Reading Comprehension and Fluency CBMs for Grades 3-5 (2012) (0)
Information for Authors (1992) (0)
Arithmetic and Cognitive Contributions to Algebra Authors and Affiliations (2013) (0)
The Journal of Special Education (1993) (0)
Editorial Policy/Information for Authors (1996) (0)
PROFICIENCY 1 Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency ? (2016) (0)
Number Combinations Remediation for Students with Mathematics Difficulty. (2011) (0)
Editorial Policy/Information for Authors (1987) (0)
Editorial Policy/Information for Authors (1998) (0)
Learning Disabilities Marker Variables Project (2008) (0)
Editorial (1987) (0)
An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important? (2022) (0)
EDITORIAL POLICY/INFORMATION FOR AUTHORS (1996) (0)
Teaching Beginning Reading Skills: A Unique Approach (1984) (0)
Cross Modality Training (2008) (0)
Editorial Policy/Information for Authors (1993) (0)
Information for Authors (1987) (0)
Editorial Policy/Information for Authors (1993) (0)
Editorial Policy/Information For Authors (1995) (0)
3. Enhancing InstructionalProgramming andStudent Achievement withCurriculum-Based Measurement (1993) (0)
Editorial Policy/Information for Authors (1992) (0)
EDITORIAL POLICY/INFORMATION FOR AUTHORS (1995) (0)
Editorial Policy/Information for Authors (1992) (0)
Editorial Policy/Information for Authors (1994) (0)
Editorial Policy/Information for Authors (1994) (0)
Arithmetic and Cognitive Contributions to Algebra. (2013) (0)
Editorial Policy Information for Authors (1993) (0)
Unanswered questions , unresolved issues Problem solving and standard treatment protocol : Conceptual issues associated with " nonresponsiveness " False negatives versus false positives (2008) (0)
Measuring Arithmetic: A Psychometric Approach to Understanding Formatting Effects and Domain Specificity (2017) (0)
Data-Based Individualization in Reading. (2022) (0)
An Uncommon Man’s Uncommon Achievement: A Tribute to Stanley L. Deno (2017) (0)
Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning (2015) (0)
Peer-Mediated Resource Reading. Sustained Reading Teacher's Manual. (1991) (0)
Design and Analytic Features for Reducing Biases in Skill-Building Intervention Impact Forecasts (2022) (0)
Information for authors (1997) (0)
Monitoring Authentic Problem Solving: MAPS for Enhancing Outcomes for Students with Disabilities. Final Report. (2001) (0)
Supplemental Material for Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches (2022) (0)
Information for Authors (1983) (0)
Letters to the Editor (1984) (0)
Journal of Educational Psychology Improving At-Risk Learners ' Understanding of Fractions (2013) (0)
Media Review: Books: Psychological and Educational Perspectives on Learning Disabilities (1987) (0)
Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction (2022) (0)
Review of Monitoring Procedures with Mildly Handicapped Students. (1986) (0)
Editorial Policy/Information for Authors (1995) (0)
Special Education Can Work (2019) (0)
EDITORIAL POLICY/INFORMATION FOR AUTHORS (1997) (0)
A Research-Validated Program for Improving At-Risk Students’ Fraction Magnitude Understanding, Word-Problem Solving, and Explanations (2016) (0)
Separate Is Sometimes Better: A Case for Keeping Special Education Placements. (1994) (0)
Information for Authors (1994) (0)
Achieving Responsible Reintegration of Behaviorally (2007) (0)
Editorial Policy Information for Authors (1989) (0)
EDITORIAL POLICY THE JOURNAL OF SPECIAL EDUCATION INFORMATION FOR AUTHORS (1997) (0)
Early Predictors of Calculation Development among Children at Risk for Learning Difficulties. (2016) (0)
The Development of Arithmetic and Word-Problem Skill Among Students with Mathematics Disability: Lynn S. Fuchs, Sarah R. Powell, Pamela M. Seethaler, Paul T. Cirino, Jack M. Fletcher,Douglas Fuchs, and Carol L. Hamlett (2011) (0)
Reflections on "Effectiveness of Student versus Teacher Monitoring during Prereferral Intervention.". (1993) (0)
Staying Within One's Data to Make Recommendations for Practice in Primary Educational Research Journals (2013) (0)
The Importance of Scorer Bias to Handicapped Preschoolers' Stronger Performance with Familiar Examiners. (1983) (0)
Robotics in Special Education (2014) (0)
Information for Authors (1988) (0)
Editorial: Implementing Curriculum-Based Measurement in the Schools (1992) (0)
Editorial Policy/Information for Authors (1988) (0)
WHY FRACTION MAGNITUDES DIFFER-1 Supported Self-Explaining during Fraction Intervention (2015) (0)
Editorial Policy/Information for Authors (1998) (0)

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