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Lista de obras de Lynn Fuchs

A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills

artículo científico publicado en 2018

A Curricular-Sampling Approach to Progress Monitoring

A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions

A Framework for Remediating Number Combination Deficits

artículo científico publicado en 2010

A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

article

A longitudinal study on predictors of early calculation development among young children at risk for learning difficulties

artículo científico publicado en 2016

Aberrant functional activation in school age children at-risk for mathematical disability: a functional imaging study of simple arithmetic skill

artículo científico publicado en 2009

Accelerating chronically unresponsive children to tier 3 instruction: what level of data is necessary to ensure selection accuracy?

artículo científico publicado en 2012

An Uncommon Man’s Uncommon Achievement: A Tribute to Stanley L. Deno

Association of numeracy and diabetes control

artículo científico publicado en 2008

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension among At-Risk Readers

artículo científico publicado en 2014

Bivariate Developmental Relations between Calculations and Word Problems: A Latent Change Approach

artículo científico

Cognitive Arithmetic Differences in Learning Difficulty Groups and the Role of Behavioral Inattention

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency

artículo científico publicado en 2019

Cognitive Predictors of Calculations and Number Line Estimation with Whole Numbers and Fractions among At-Risk Students

artículo científico publicado en 2015

Cognitive Profiles Associated With Responsiveness to Fraction Intervention

artículo científico publicado en 2017

Cognitive Profiles of Mathematical Problem Solving Learning Disability for Different Definitions of Disability

artículo científico publicado en 2014

Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information

scientific article published on 16 October 2016

Cognitive and behavioral attention in children with math difficulties

artículo científico publicado en 2012

Cognitive and mathematical profiles for different forms of learning difficulties.

artículo científico publicado en 2013

Cognitive and numerosity predictors of mathematical skills in middle school

artículo científico publicado en 2016

Cognitive tutoring induces widespread neuroplasticity and remediates brain function in children with mathematical learning disabilities

artículo científico publicado en 2015

Comparing the Contribution of Teacher Versus Tutor Ratings of Inattentive Behavior in Predicting Mathematics Achievement

artículo científico publicado en 2014

Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities

artículo científico publicado en 2019

Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes.

artículo científico publicado en 2022

Contribution of Equal-Sign Instruction beyond Word-Problem Tutoring for Third-Grade Students with Mathematics Difficulty

artículo científico publicado en 2010

Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge

artículo científico publicado en 2012

Curriculum-Based Measurement of Mathematics Competence: From Computation to Concepts and Applications to Real-Life Problem Solving

Development and validation of the Diabetes Numeracy Test (DNT)

artículo científico publicado en 2008

Development of fraction concepts and procedures in U.S. and Chinese children

artículo científico publicado en 2014

Developmental growth trajectories in understanding of fraction magnitude from fourth through sixth grade

artículo científico publicado en 2016

Developmental predictors of fraction concepts and procedures

artículo científico publicado en 2013

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? ⬇️

artículo científico publicado el 1 de noviembre de 2010

Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?

artículo científico publicado en 2019

Do word-problem features differentially affect problem difficulty as a function of students' mathematics difficulty with and without reading difficulty?

artículo científico publicado en 2008

Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge?

artículo científico publicado en 2014

Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?

artículo científico publicado en 2014

Does Evidence-Based Fractions Intervention Address the Needs of Very Low-Performing Students?

artículo científico publicado en 2016

Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?

artículo científico publicado en 2018

Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?

artículo científico publicado en 2019

Does early reading failure decrease children's reading motivation?

artículo científico publicado en 2008

Does the Severity of Students' Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?

scientific article published on 14 September 2018

Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

artículo científico publicado en 2016

Does understanding relational terminology mediate effects of intervention on compare word problems?

artículo científico publicado en 2012

Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction

artículo científico publicado en 2014

Dynamic Assessment for Identifying Spanish-Speaking English Learners' Risk for Mathematics Disabilities: Does Language of Administration Matter?

artículo científico publicado en 2020

Dynamic Assessment of Algebraic Learning in Predicting Third Graders' Development of Mathematical Problem Solving

artículo científico publicado en 2008

Early Numerical Competencies and Students with Mathematics Difficulty

artículo científico publicado en 2012

Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty ⬇️

artículo científico publicado el 1 de febrero de 2012

Early Screening for Risk of Reading Disabilities: Recommendations for a Four-Step Screening System

scientific article published on December 2012

Early prediction of reading disability using machine learning.

artículo científico publicado en 2009

Effective Word-Problem Instruction: Using Schemas to Facilitate Mathematical Reasoning

artículo científico publicado en 2018

Effects of Curriculum within Curriculum-Based Measurement ⬇️

artículo científico publicado el 1 de diciembre de 1991

Effects of Curriculum-Based Measurement and Consultation on Teacher Planning and Student Achievement in Mathematics Operations

Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading Difficulties

artículo científico publicado en 2009

Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice

artículo científico publicado en 2013

Effects of Intervention to Improve At-Risk Fourth Graders’ Understanding, Calculations, and Word Problems with Fractions

article by Lynn Fuchs et al published June 2016 in Elementary School Journal

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students With Math and Reading Difficulties

artículo científico publicado en 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?

artículo científico publicado en 2008

Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners

artículo científico publicado en 2015

Effects of systematic formative evaluation: a meta-analysis

artículo científico publicado en 1986

Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers

Embedding Number-Combinations Practice Within Word-Problem Tutoring ⬇️

artículo científico publicado el 1 de septiembre de 2010

Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties

scientific article published on 29 May 2019

Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students

artículo científico publicado en 2016

Errors in multi-digit arithmetic and behavioral inattention in children with math difficulties.

artículo científico publicado en 2009

Examining the Predictive Validity of a Dynamic Assessment of Decoding to Forecast Response to Tier 2 Intervention ⬇️

artículo científico publicado el 4 de diciembre de 2012

Exploring dynamic assessment as a means of identifying children at risk of developing comprehension difficulties.

artículo científico publicado en 2011

Extending Responsiveness to Intervention to Mathematics at First and Third Grades

First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status ⬇️

artículo científico publicado el 1 de mayo de 2012

Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

artículo científico publicado en 2016

Functional correlates of children's responsiveness to intervention

artículo científico publicado en 2011

Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria

Improving Language Comprehension to Enhance Word-Problem Solving

artículo científico publicado en 2019

Improving at-risk learners’ understanding of fractions

artículo científico publicado en 2013

Influences of Neural Pathway Integrity on Children's Response to Reading Instruction

artículo científico publicado en 2010

Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice

artículo científico publicado en 2008

Intensive Intervention in Mathematics

Intervention effects for students with comorbid forms of learning disability: understanding the needs of nonresponders

scientific article published on 11 December 2012

Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science

scientific article published on 02 May 2019

Introduction to response to intervention: What, why, and how valid is it?

Is "Response/No Response" Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

artículo científico publicado en 2020

Is Word-Problem Solving a Form of Text Comprehension?

artículo científico publicado en 2015

Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence

artículo científico publicado en 2018

Language-Related Longitudinal Predictors of Arithmetic Word Problem Solving: A Structural Equation Modeling Approach

artículo científico publicado en 2019

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

article published in 2007

Mathematical problem-solving profiles of students with mathematics disabilities with and without comorbid reading disabilities

artículo científico publicado en 2002

Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity

artículo científico publicado en 2017

Neural predictors of individual differences in response to math tutoring in primary-grade school children

artículo científico publicado en 2013

Number Combinations Remediation for Students with Mathematics Difficulty ⬇️

artículo científico publicado el 1 de enero de 2011

On the Importance of a Unified Model of Responsiveness-To-Intervention

artículo científico publicado en 2009

Pathways to Third-Grade Calculation Versus Word-Reading Competence: Are They More Alike or Different?

artículo científico publicado en 2015

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity

Plasticity of left perisylvian white-matter tracts is associated with individual differences in math learning

artículo científico publicado en 2015

Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades

artículo científico publicado en 2012

Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness"

artículo científico publicado en 2010

Predicting first graders' development of calculation versus word-problem performance: The role of dynamic assessment ⬇️

artículo científico publicado el 1 de febrero de 2012

Prediction and stability of mathematics skill and difficulty

artículo científico publicado en 2012

Prevention research in mathematics: improving outcomes, building identification models, and understanding disability

artículo científico publicado en 2005

Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention

artículo científico publicado en 2018

Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

artículo científico publicado en 2008

Quality of Explanation as an Indicator of Fraction Magnitude Understanding

scientific article published on 01 May 2018

Reaching the Mountaintop: Addressing the Common Core Standards in Mathematics for Students with Mathematics Difficulties

Reconfiguration of parietal circuits with cognitive tutoring in elementary school children

artículo científico publicado en 2016

Relation between brain architecture and mathematical ability in children: a DBM study

artículo científico publicado en 2013

Remediating Computational Deficits at Third Grade: A Randomized Field Trial

artículo científico publicado en 2008

Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties

artículo científico publicado en 2019

Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial

artículo científico publicado en 2009

Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example.

artículo científico publicado en 2018

Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability

artículo científico publicado en 2004

Responsiveness-to-intervention: a decade later

artículo científico publicado en 2012

Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process ⬇️

artículo científico publicado el 1 de mayo de 2010

Smart RTI: A Next-Generation Approach to Multilevel Prevention ⬇️

artículo científico publicado el 1 de enero de 2012

Sources of Individual Differences in Emerging Competence With Numeration Understanding Versus Multidigit Calculation Skill

artículo científico publicado en 2014

Sources of individual differences in children's understanding of fractions

artículo científico publicado en 2014

Supported self-explaining during fraction intervention

artículo científico publicado en 2016

Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research

article

Teaching Third Graders about Real‐Life Mathematical Problem Solving: A Randomized Controlled Study

Temporo-frontal activation during phonological processing predicts gains in arithmetic facts in young children

scientific article published on 12 November 2019

Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension.

artículo científico publicado en 2017

The Cognitive Correlates of Computational Estimation Skill Among Third-Grade Students

The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study

artículo científico publicado en 2011

The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities ⬇️

artículo científico publicado el 28 de marzo de 2011

The Construct and Predictive Validity of a Dynamic Assessment of Young Children Learning to Read: Implications for RTI Frameworks ⬇️

artículo científico publicado el 17 de junio de 2011

The Contributions of Numerosity and Domain‐General Abilities to School Readiness ⬇️

artículo científico publicado el 1 de septiembre de 2010

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

artículo científico publicado en 2010

The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties

artículo científico publicado en 2010

The Many Faces of Special Education Within RTI Frameworks in the United States and Finland

artículo científico publicado en 2015

The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status

scientific article published on 22 February 2019

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

artículo científico publicado en 2016

The Prevention, Identification, and Cognitive Determinants of Math Difficulty

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

artículo científico publicado en 2017

The Taxonomy of Intervention Intensity

artículo científico publicado en 2017

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

The early prevention of mathematics difficulty: its power and limitations

artículo científico publicado en 2012

The effects of computer-assisted instruction on number combination skill in at-risk first graders

artículo científico publicado en 2006

The neural correlates of calculation ability in children: an fMRI study

artículo científico publicado en 2009

The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge

scientific article published on 27 October 2016

Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning

artículo científico publicado en 2011

Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice

artículo científico publicado en 2019

Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development

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

scientific article published on 29 October 2018

Using Word Identification Fluency to Monitor First-Grade Reading Development

artículo científico publicado en 2012

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