Search Results - "Fuchs, Douglas"

The “Blurring” of Special Education in a New Continuum of General Education Placements and Services by Fuchs, Douglas, Fuchs, Lynn S., Stecker, Pamela M.

“…For nearly 10 years, the response-to-intervention (RTI) policy initiative has engendered enthusiasm at federal, state, and local levels and among various…”
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Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners by Fuchs, Lynn, Fuchs, Douglas, Seethaler, Pamela M., Barnes, Marcia A.

“…The focus of this article is the well documented association between low working memory capacity and difficulty with mathematical word-problem solving. We…”
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The Many Faces of Special Education Within RTI Frameworks in the United States and Finland by Björn, Piia M., Aro, Mikko T., Koponen, Tuire K., Fuchs, Lynn S., Fuchs, Douglas H.

“…Response to intervention (RTI) can be considered an everyday practice in many parts of the United States, whereas, in Finland, only recently has a new…”
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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge by Fuchs, Lynn S., Compton, Donald L., Fuchs, Douglas, Powell, Sarah R., Schumacher, Robin F., Hamlett, Carol L., Vernier, Emily, Namkung, Jessica M., Vukovic, Rose K.

“…The purpose of this study was to investigate the contributions of domain-general cognitive resources and different forms of arithmetic development to…”
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Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research by Stecker, Pamela M., Fuchs, Lynn S., Fuchs, Douglas

“…This review examines the efficacy of curriculum‐based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe…”
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Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example by Björn, Piia M, Aro, Mikko, Koponen, Tuire, Fuchs, Lynn S, Fuchs, Douglas

“…Response to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S. In Finland, a similar…”
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Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers by Gilbert, Jennifer K., Compton, Donald L., Fuchs, Douglas, Fuchs, Lynn S., Bouton, Bobette, Barquero, Laura A., Cho, Eunsoo

“…This randomized control trial examined the efficacy of a multitiered supplemental tutoring program within a first-grade responsiveness-to-intervention…”
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The Elusive Meaning of Inclusive Education in Five Countries—and the United States by Fuchs, Douglas

“…In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes…”
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Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency by Fuchs, Lynn S., Fuchs, Douglas, Compton, Donald L.

“…This study contrasts the validity of 2 early reading curriculum-based measurement (CBM) measures: word identification fluency and nonsense word fluency…”
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Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods by McMaster, Kristen L., Fuchs, Douglas, Fuchs, Lynn S., Compton, Donald L.

“…First graders (N = 323) participated in an evidence-based classwide reading program (Peer-Assisted Learning Strategies; PALS). Adual-discrepancy approach was…”
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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 by Fuchs, Douglas, Compton, Donald L., Fuchs, Lynn S., Bryant, Joan, Davis, G. Nicole

“…Responsiveness-to-intervention (RTI) is a method for both preventing and helping to identify learning disabilities. An important feature is its multi-tier…”
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A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain? by Peng, Peng, Fuchs, Douglas

“…Children with learning difficulties suffer from working memory (WM) deficits. Yet the specificity of deficits associated with different types of learning…”
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Identifying Reading Disabilities by Responsiveness-to-Instruction: Specifying Measures and Criteria by Fuchs, Douglas, Fuchs, Lynn S., Compton, Donald L.

“…First, we describe two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify…”
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Explicitly Teaching for Transfer: Effects on Third-Grade Students' Mathematical Problem Solving by Fuchs, Lynn S, Fuchs, Douglas, Prentice, Karin, Burch, Mindy, Hamlett, Carol L, Owen, Rhoda, Hosp, Michelle, Jancek, Deborah

“…The purpose of this study was to assess the effects of explicitly teaching for transfer by (a) broadening the categories by which students group problems…”
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A Randomized Control Trial of Working Memory Training With and Without Strategy Instruction: Effects on Young Children’s Working Memory and Comprehension by Peng, Peng, Fuchs, Douglas

“…Researchers are increasingly interested in working memory (WM) training. However, it is unclear whether it strengthens comprehension in young children who are…”
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Enhancing Mathematical Problem Solving for Students with Disabilities by Fuchs, Lynn S., Fuchs, Douglas

“…This article focuses on the research program on mathematical problem solving conducted by the Center on Accelerating Student Learning (CASL). First, a subset…”
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Inclusive Schools Movement and the Radicalization of Special Education Reform by Fuchs, Douglas, Fuchs, Lynn S

“…This article compares the inclusive schools movement and the Regular Education Initiative in terms of advocates, goals, tactics, and understanding of and links…”
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Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks by Fuchs, Douglas, Fuchs, Lynn S.

“…In 2010, the Institute of Education Sciences commissioned a much-needed national evaluation of response to intervention (RTI). The evaluators defined their…”
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Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool’s Gold? by Clemens, Nathan H., Fuchs, Douglas

“…ABSTRACT Many seem to believe that researcher‐made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest…”
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Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency by Koponen, Tuire, Eklund, Kenneth, Heikkilä, Riikka, Salminen, Jonna, Fuchs, Lynn, Fuchs, Douglas, Aro, Mikko

“…This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain‐general cognitive skills that explain the core…”
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