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The “Blurring” of Special Education in a New Continuum of General Education Placements and Services

Exceptional children, 2010-04, Vol.76 (3), p.301-323

2010

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The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

PloS one, 2016-02, Vol.11 (2), p.e0148981-e0148981

2016

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Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research

Psychology in the schools, 2005-11, Vol.42 (8), p.795-819

2005

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The Past, Present, and Future of Curriculum-Based Measurement Research

School psychology review, 2004-06, Vol.33 (2), p.188-192

Fuchs, Lynn S.

2004

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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

Developmental psychology, 2012-09, Vol.48 (5), p.1315-1326

2012

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

Frontiers in psychology, 2018-06, Vol.9, p.800-800

2018

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Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks

Exceptional children, 2017-04, Vol.83 (3), p.255-268

2017

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Sources of Individual Differences in Reading Comprehension and Reading Fluency

Journal of educational psychology, 2003-12, Vol.95 (4), p.719-729

2003

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

Reading research quarterly, 2013-04, Vol.48 (2), p.135-154

2013

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Responsiveness-to-Intervention: A Decade Later

Journal of learning disabilities, 2012-05, Vol.45 (3), p.195-203

2012

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Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

Exceptional children, 2004-10, Vol.71 (1), p.7-21

2004

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On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue

Exceptional children, 2019-01, Vol.85 (2), p.126-128

2019

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

Child development, 2020-01, Vol.91 (1), p.e14-e28

2020

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Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods

Exceptional children, 2005-07, Vol.71 (4), p.445-463

2005

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Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

Journal of educational psychology, 2022-02, Vol.114 (2), p.273-288

2022

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Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

Contemporary educational psychology, 2020-01, Vol.60, p.101825, Article 101825

2020

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Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

The American psychologist, 2020-01, Vol.75 (1), p.37-51

2020

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Development and validation of the Diabetes Numeracy Test (DNT)

BMC health services research, 2008-05, Vol.8 (1), p.96-96, Article 96

2008

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

Reading research quarterly, 2006-01, Vol.41 (1), p.93-99

2006

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Smart RTI: A Next-Generation Approach to Multilevel Prevention

Exceptional children, 2012, Vol.78 (3), p.263-279

2012

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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

Journal of educational psychology, 2021-01, Vol.113 (1), p.86-103

2021

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Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty

Journal of learning disabilities, 2023-07, Vol.56 (4), p.278-294

2023

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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

Reading & writing, 2008-06, Vol.21 (4), p.413-436

2008

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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

The Elementary school journal, 2010-06, Vol.110 (4), p.440-463

2010

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

Learning disability quarterly, 2004-11, Vol.27 (4), p.216-227

2004

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The “Blurring” of Special Education in a New Continuum of General Education Placements and Services

The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence

Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research

The Past, Present, and Future of Curriculum-Based Measurement Research

Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge

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

Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks

Sources of Individual Differences in Reading Comprehension and Reading Fluency

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

Responsiveness-to-Intervention: A Decade Later

Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency

On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue

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

Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods

Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

Development and validation of the Diabetes Numeracy Test (DNT)

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

Smart RTI: A Next-Generation Approach to Multilevel Prevention

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction

Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty

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

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

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

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