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Fuchs, Douglas – 1985
This article presents a quantitative synthesis of examiner familiarity effects on Caucasian and minority students' test performance. Fourteen controlled studies were coded in terms of methodological quality (high vs. low) and race-ethnicity (Caucasian vs. Black and Hispanic). An analogue to analysis of variance conducted on weighted unbiased…
Descriptors: Analysis of Variance, Blacks, Effect Size, Elementary Secondary Education
Fuchs, Douglas; And Others – 1981
Task complexity in terms of symbolic mediation (inner thought) as a determinant of differential test performance and the prediction of dissimilar functioning were examined. Preschool children with moderate to profound speech and/or language handicaps were tested using: (1) a sound-in-words subtest of the Test of Articulation (TA); (2) Action…
Descriptors: Educational Testing, Evaluation Criteria, Examiners, Language Handicaps
Fuchs, Lynn S.; Fuchs, Douglas – 1985
While the aptitude treatment interaction (ATI) approach to educational measurement emphasizes establishing salient learner characteristics, systematic formative evaluation provides ongoing evaluation for instructional program modification. Systematic formative evaluation appears more tenable than ATI for developing individualized instructional…
Descriptors: Academic Achievement, Aptitude Treatment Interaction, Behavior Modification, Effect Size
Fuchs, Douglas; And Others – 1983
Two studies were conducted to compare the performance instability of children (grades 3-9) labeled learning disabled/brain injured (LD/BI) to the performance instability of emotionally handicapped (EH) children. In the first study, 50 LD/BI and 37 EH students were measured on three third grade reading passages twice, once within one sitting and…
Descriptors: Emotional Disturbances, Handicap Identification, Learning Disabilities, Learning Processes
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Fuchs, Lynn S.; Fuchs, Douglas – Teaching Exceptional Children, 1984
The article describes a procedure for teaching sound-letter relations and sound blending through a verbal/gestural prompting system and a variation of melodic intonation therapy (in which students learn simultaneously to talk and hum a monotone note). The three-step procedure features demonstration, prompting, and practice. (CL)
Descriptors: Beginning Reading, Disabilities, Phonics, Reading Instruction
Fuchs, Douglas; And Others – Diagnostique, 1983
Microanalysis of test-related behaviors of six examiners and 15 preschool speech- and language-handicapped children revealed that the children spoke significantly more often with greater complexity when tested by familiar examiners. Differences between familiar and unfamiliar examiners included use of silence, eye contact, and language style and…
Descriptors: Examiners, Experimenter Characteristics, Language Handicaps, Preschool Education
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Fuchs, Lynn S.; Fuchs, Douglas – Remedial and Special Education (RASE), 1984
Twenty special education teacher trainees and 20 special education cooperating teachers following the implementation of instructional lessons, estimated levels of children's performance. Chi-square analyses and tests on teachers' estimates suggested that, despite confidence in their own judgments, teachers tended to be inaccurate and to overrate…
Descriptors: Bias, Disabilities, Elementary Secondary Education, Student Evaluation
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Fuchs, Douglas; And Others – Exceptional Children, 1983
Videotape analysis of the test performance of 15 speech and/or language handicapped preschoolers revealed that Ss' stronger performance with familiar examiners was associated with a greater duration and frequency of silence. The pattern suggested that familiar testers used silence to communicate expectation. (CL)
Descriptors: Expectation, Language Handicaps, Preschool Education, Student Evaluation
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Fuchs, Douglas; Fuchs, Lynn S. – Childhood Education, 1998
Examines fundamental differences between inclusionists and full inclusionists with regard to the primary objective of schooling, student placement, and expectations regarding accommodating to diverse needs. Presents weaknesses in the full inclusionists' and inclusionists' arguments. Argues for identifying appropriately ambitious goals for…
Descriptors: Accountability, Comparative Analysis, Disabilities, Educational Change
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Fuchs, Douglas; Fuchs, Lynn S. – Learning Disability Quarterly, 1998
In response to Kavale and Forness (EC 630 380), this article presents a differing view of science and politics in learning disabilities in which the importance of practical knowledge is stressed and the importance of scientific knowledge or "scientism" is diminished. Recommendations stress the need to hold practitioners accountable and to provide…
Descriptors: Accountability, Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities
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Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1998
Proposes a treatment-validity model for the identification of learning disabilities. The four-phase eligibility-assessment process would include evaluating adaptations in the regular classroom and verifying the effectiveness of special education before placement. Considers the technical requirements of this alternative eligibility process, and the…
Descriptors: Decision Making, Elementary Secondary Education, Eligibility, Evaluation Methods
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Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities Research and Practice, 1996
The coordinated use of performance-based assessment and curriculum-based assessment is explored. Criteria are suggested for evaluating the advantages and disadvantages of each assessment method, and a framework for integrating the two methods is proposed. Specific recommendations are given for use with students having learning disabilities. (CR)
Descriptors: Constructivism (Learning), Curriculum Based Assessment, Elementary Secondary Education, Evaluation Methods
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Fuchs, Douglas; Fuchs, Lynn S. – Remedial and Special Education, 1996
This article explores the underutilization of consultation in educating students and the challenges consultation faces as an educational technology. The article also explains the politics of school reform and their impact on the research-to-practice gap. Recommendations are made on how to reconcile the fundamental differences separating…
Descriptors: Behavior Problems, Consultation Programs, Educational Change, Educational Practices
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Fuchs, Douglas – Learning Disabilities: A Multidisciplinary Journal, 1996
Presents the author's perspective on the topic of educational intervention for students with learning disabilities through a discussion of using validated, curriculum-based measurement as a determinant of effective instruction. Also examines the optimal characteristics and ethics of intervention research and the dissemination and implementation of…
Descriptors: Curriculum Based Assessment, Data Interpretation, Educational Research, Elementary Secondary Education
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Fuchs, Lynn S.; Fuchs, Douglas – Focus on Exceptional Children, 1997
Provides background information on how curriculum-based measurement (CBM) was developed, how CBM integrates traditional and classroom-based observational approaches to assessment, and how CBM has been used. Describes an alternative framework for incorporating CBM into an identification process that focuses on treatment validity and student growth.…
Descriptors: Academic Achievement, Clinical Diagnosis, Curriculum Based Assessment, Disabilities
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