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Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L.; Zumeta, Rebecca O. – Journal of Educational Psychology, 2009
The purposes of this study were to assess the efficacy of remedial tutoring for 3rd graders with mathematics difficulty, to investigate whether tutoring is differentially efficacious depending on students' math difficulty status (mathematics difficulty alone vs. mathematics plus reading difficulty), to explore transfer from number combination (NC)…
Descriptors: Learning Problems, Word Problems (Mathematics), Grade 3, Algebra
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Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M. – Journal of Learning Disabilities, 2009
This study examined whether and, if so, how word-problem features differentially affect problem difficulty as a function of mathematics difficulty (MD) status: no MD (n = 109), MD only (n = 109), or MD in combination with reading difficulties (MDRD; n = 109). The problem features were problem type (total, difference, or change) and position of…
Descriptors: Word Problems (Mathematics), Difficulty Level, Elementary School Mathematics, Elementary School Students
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Fuchs, Lynn S.; Fuchs, Douglas; Stuebing, Karla; Fletcher, Jack M.; Hamlett, Carol L.; Lambert, Warren – Journal of Educational Psychology, 2008
The purpose of this study was to explore patterns of difficulty in 2 domains of mathematical cognition: computation and problem solving. Third graders (n = 924; 47.3% male) were representatively sampled from 89 classrooms; assessed on computation and problem solving; classified as having difficulty with computation, problem solving, both domains,…
Descriptors: Problem Solving, Geometric Concepts, Grade 3, Computation
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Caffrey, Erin; Fuchs, Douglas; Fuchs, Lynn S. – Journal of Special Education, 2008
The authors report on a mixed-methods review of 24 studies that explores the predictive validity of dynamic assessment (DA). For 15 of the studies, they conducted quantitative analyses using Pearson's correlation coefficients. They descriptively examined the remaining studies to determine if their results were consistent with findings from the…
Descriptors: Student Evaluation, Predictive Validity, Norm Referenced Tests, Criterion Referenced Tests
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Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas; Hollenbeck, Kurstin N.; Craddock, Caitlin F.; Hamlett, Carol L. – Journal of Educational Psychology, 2008
Dynamic assessment (DA) involves helping students learn a task and indexing responsiveness to that instruction as a measure of learning potential. The purpose of this study was to explore the utility of a DA of algebraic learning in predicting third graders' development of mathematics problem solving. In the fall, 122 third-grade students were…
Descriptors: Structural Equation Models, Evaluation Methods, Problem Solving, Word Problems (Mathematics)
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Fuchs, Lynn S.; Fuchs, Douglas; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M. – Learning Disability Quarterly, 2008
The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for…
Descriptors: Intervention, Learning Disabilities, Word Problems (Mathematics), Grade 3
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Morgan, Paul L.; Fuchs, Douglas; Compton, Donald L.; Cordray, David S.; Fuchs, Lynn S. – Journal of Learning Disabilities, 2008
The authors used a pretest-posttest control group design with random assignment to evaluate whether early reading failure decreases children's motivation to practice reading. First, they investigated whether 60 first-grade children would report substantially different levels of interest in reading as a function of their relative success or failure…
Descriptors: Correlation, Pretests Posttests, Student Motivation, Grade 1
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Fuchs, Lynn S.; Fuchs, Douglas; Zumeta, Rebecca O. – Assessment for Effective Intervention, 2008
Progress monitoring is an important component of effective instructional practice. Curriculum-based measurement (CBM) is a form of progress monitoring that has been the focus of rigorous research. Two approaches for formulating CBM systems exist. The first is to assess performance regularly on a task that serves as a global indicator of competence…
Descriptors: Curriculum Based Assessment, Formative Evaluation, Sampling, Mathematical Applications
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Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K. – Learning and Individual Differences, 2008
The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Descriptors: Listening Comprehension, Reading Fluency, Sight Vocabulary, Word Recognition
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Fuchs, Lynn S.; Fuchs, Douglas; Craddock, Caitlin; Hollenbeck, Kurstin N.; Hamlett, Carol L.; Schatschneider, Christopher – Journal of Educational Psychology, 2008
This study assessed the effects of small-group tutoring with and without validated classroom instruction on at-risk students' math problem solving. Stratifying within schools, 119 3rd-grade classes were randomly assigned to conventional or validated problem-solving instruction (Hot Math, schema-broadening instruction). Students identified as at…
Descriptors: Intervention, High Risk Students, Problem Solving, Effect Size
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Fuchs, Lynn S.; Powell, Sarah R.; Hamlett, Carol L.; Fuchs, Douglas; Cirino, Paul T.; Fletcher, Jack M. – Journal of Research on Educational Effectiveness, 2008
The major purposes of this study were to assess the efficacy of tutoring to remediate 3rd-grade computational deficits and to explore whether remediation is differentially efficacious depending on whether students experience mathematics difficulty alone or concomitantly with reading difficulty. At 2 sites, 127 students were stratified on…
Descriptors: Computation, Grade 3, Remedial Instruction, Mathematics Instruction
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Stein, Marc L.; Berends, Mark; Fuchs, Douglas; McMaster, Kristen; Saenz, Laura; Yen, Loulee; Fuchs, Lynn S.; Compton, Donald L. – Educational Evaluation and Policy Analysis, 2008
Successful implementation of evidence-based educational practices at scale is of great importance but has presented significant challenges. In this article, the authors address the following questions: How does the level of on-site technical assistance affect student outcomes? Do teachers' fidelity of treatment implementation and their perceptions…
Descriptors: Early Reading, Reading Programs, Fidelity, Technical Assistance
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Caffrey, Erin; Fuchs, Douglas – Learning Disabilities Research & Practice, 2007
We reviewed eight studies that described learning differences between students with learning disabilities (LD) and students with mild mental retardation (MMR). A total of 639 students, 6-20 years old, participated in these studies. Study authors examined students' inductive reasoning and their performance during guided inquiry and more lengthy…
Descriptors: Program Effectiveness, Mild Mental Retardation, Maintenance, Learning Disabilities
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Fuchs, Douglas; Deshler, Donald D. – Learning Disabilities Research & Practice, 2007
During the past several years, one of the most frequently addressed topics at conferences and in professional journals is responsiveness to intervention (RTI). This is because it is viewed by many as a new way to think about both early intervention and disability identification. Despite its relative newness, a subset of RTI proponents contend…
Descriptors: Teacher Effectiveness, Disability Identification, Early Intervention, Academic Achievement
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Fuchs, Lynn S.; Fuchs, Douglas; Hollenbeck, Kurstin N. – Learning Disabilities Research & Practice, 2007
Responsiveness to intervention (RTI) is an innovative approach to the identification of learning disabilities (LD). The central assumption is that RTI can differentiate between two explanations for low achievement: poor instruction versus disability. If the child responds poorly to validated instruction, then the assessment eliminates…
Descriptors: Low Achievement, Grade 1, Early Reading, Grade 3
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