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Mathes, Patricia G.; Fuchs, Douglas; Roberts, P. Holley; Fuchs, Lynn S. – Journal of Learning Disabilities, 1998
A study involving 24 special educators and 31 regular educators found that special educators using transenvironmental programming who received curriculum-based measurement information about their students' academic progress were more likely to plan and implement academic interventions in preparation for students' transition than those who did not…
Descriptors: Academic Achievement, Curriculum Based Assessment, Disabilities, Educational Planning
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Fuchs, Douglas; Fuchs, Lynn S. – Educational Leadership, 1995
Full inclusionists are concerned primarily about mentally retarded students, a group comprising about 10% of all students with disabilities. They cannot represent the majority of advocates for handicapped persons. The Arc's position is opposed by the American Council of the Blind, the Commission on the Education of the Deaf, the Council for…
Descriptors: Classroom Environment, Disabilities, Elementary Secondary Education, Mainstreaming
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Fuchs, Douglas; And Others – Preventing School Failure, 1992
The Peabody Reintegration Project utilizes curriculum-based measurement (CBM) to help integrate pupils with mild and moderate disabilities into mainstream math instruction. CBM is seen to be particularly relevant to a transenvironmental programing process involving environmental assessment, intervention and preparation, promoting transfer across…
Descriptors: Curriculum, Disabilities, Elementary Secondary Education, Instructional Design
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Fuchs, Douglas; And Others – American Educational Research Journal, 1993
A process for readying students to change from special education to regular mathematics classrooms was implemented and validated in a study involving 42 students with mild disabilities in experimental and control groups. Preparation appeared to enhance achievement while in special education, but not in the regular class. (SLD)
Descriptors: Comparative Analysis, Conservatism, Educational Change, Elementary Secondary Education
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Fuchs, Douglas; And Others – Elementary School Journal, 1992
Evaluated a five-month effort to prepare students with disabilities to move from a resource room into a regular classroom for math instruction. Preparation included use of curriculum-based measurement and transenvironmental programing. Results indicated that the experimental procedures contributed to students' positive attitudes and confidence.…
Descriptors: Academic Achievement, Behavior Disorders, Elementary Education, Grades (Scholastic)
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Fuchs, Douglas; And Others – 1984
This study employed a multiple regression to predict examinees' differential performance when tested by familiar and unfamiliar examiners. Subjects were 32 preschool and school-age handicapped children, each of whom had been tested on the Clinical Evaluation of Language Functions, once by a familiar and once by an unfamiliar tester, within a…
Descriptors: Elementary Education, Examiners, Experimenter Characteristics, Language Handicaps
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Fuchs, Douglas; And Others – 1982
A previous investigation demonstrated that 34 speech- and/or language-impaired preschoolers were more fluent on an expressive language task when tested by familiar examiners than when tested by unfamiliar examiners. Post-hoc analyses were conducted in this study to determine (1) whether subjects' expressive language also was semantically and…
Descriptors: Examiners, Expressive Language, Language Acquisition, Language Fluency
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Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle; Dutka, Suzanne – American Educational Research Journal, 1997
The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)
Descriptors: Educational Objectives, Intermediate Grades, Learning Disabilities, Low Achievement
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Mathes, Patricia G.; Howard, Jill K.; Allen, Shelley H.; Fuchs, Douglas – Reading Research Quarterly, 1998
Examines the effectiveness of Peer-Assisted Learning Strategies (PALS) for first-grade readers as a tool for enhancing reading achievement of different learner types, particularly low achievers. States that 10 teachers incorporated PALS into their reading program. Indicates all learner types were positively affected by participation in PALS, with…
Descriptors: Cognitive Style, Grade 1, Instructional Effectiveness, Learning Strategies
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Fuchs, Douglas – Journal of Special Education, 1979
Investigated the effect of a direct remedial reading program on perceptual motor performance of 119 reading disabled intermediate grade pupils. Comparison of pre- and post-treatment functioning on perceptual motor and reading measures revealed that the gain of Ss in the remedial reading program was significantly greater than the control Ss'…
Descriptors: Dyslexia, Exceptional Child Research, Intermediate Grades, Reading Difficulty
Fuchs, Douglas; And Others – 1996
A classwide peer tutoring program in reading, implemented at 12 elementary and middle schools in three contiguous districts in the middle of a southern state, was evaluated for its effectiveness with three learner types: low achievers with disabilities, low achievers without disabilities, and learners of average achievement. Twenty teachers…
Descriptors: Academic Achievement, Disabilities, Elementary Education, Instructional Effectiveness
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Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy – Elementary School Journal, 2001
Examined the effects of a dyadic peer-mediated treatment on kindergarten children's mathematics development. Found that treatment implementation was strong for most teachers; teachers judged the treatment to be effective and feasible for implementation on their own; and students with and without disabilities, at all points along the achievement…
Descriptors: Disabilities, Kindergarten, Kindergarten Children, Learning Strategies
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Fuchs, Lynn S.; Fuchs, Douglas; Kazdan, Sarah – Remedial and Special Education, 1999
This study examined effects of peer-assisted learning strategies (PALS) on students' literacy development and beliefs about reading in nine secondary remedial and special-education classes. Analyses of variance indicated that, compared to control groups, PALS students grew more on reading comprehension and reported more positive beliefs about…
Descriptors: Instructional Effectiveness, Learning Strategies, Peer Teaching, Program Effectiveness
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Fuchs, Douglas; And Others – American Educational Research Journal, 1997
Effectiveness of a classwide peer tutoring program was studied for low achievers with and without learning disabilities and average achievers in 20 elementary school intervention classes and 20 control classes. All types of learners in peer tutoring classrooms demonstrated greater reading progress regardless of which of three measures was used.…
Descriptors: Control Groups, Elementary Education, Elementary School Students, Inclusive Schools
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Fuchs, Lynn S.; Fuchs, Douglas; Phillips, Norris B.; Hamlett, Carol L.; Karns, Kathy – School Psychology Review, 1995
Examines the effects of classwide peer-assisted learning strategies (PALS) in mathematics incorporating the use of curriculum-based measurement on acquisition and transfer learning of three types of students (average-achieving student, low-achieving students, and students with a learning disability). Analysis of variance indicates superior…
Descriptors: Curriculum Based Assessment, Elementary Education, Learning Disabilities, Learning Strategies
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