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McMaster, Kristen L.; Jung, Pyung-Gang; Brandes, Dana; Pinto, Viveca; Fuchs, Douglas; Kearns, Devin; Lemons, Christopher; Sáenz, Laura; Yen, Loulee – Reading Teacher, 2014
Teachers are often asked to implement research-based instructional programs with fidelity and to ensure that all students reach high academic standards. These requests sometimes conflict when teachers find that not all their students are benefiting from the research-backed programs. In this article, we suggest that researchers and teachers can…
Descriptors: Learning Strategies, Reading Strategies, Elementary School Students, Reading Programs
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Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L. – Journal of Learning Disabilities, 2012
In this article, the authors consider the power and limitations of responsiveness-to-intervention (RTI) for reducing the need for ongoing and intensive services for the segment of the school population traditionally identified as having a learning disability in mathematics. To assess the robustness of RTI, the authors describe four studies with…
Descriptors: Achievement Gap, Mathematics Curriculum, Learning Disabilities, Mathematics Instruction
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Fuchs, Douglas; Fuchs, Lynn S.; Compton, Donald L. – Exceptional Children, 2012
During the past decade, responsiveness to intervention (RTI) has become popular among many practitioners as a means of transforming schooling into a multilevel prevention system. Popularity aside, its successful implementation requires ambitious intent, a comprehensive structure, and coordinated service delivery. An effective RTI also depends on…
Descriptors: Prevention, Response to Intervention, Delivery Systems, Program Effectiveness
Fuchs, Lynn S.; Fuchs, Douglas – National Center on Student Progress Monitoring, 2011
Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress…
Descriptors: Elementary Education, Formative Evaluation, Curriculum Based Assessment, Skill Development
Fuchs, Lynn S.; Fuchs, Douglas – National Center on Student Progress Monitoring, 2011
Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress…
Descriptors: Curriculum Based Assessment, Reading, Formative Evaluation, Student Evaluation
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Powell, Sarah R.; Fuchs, Lynn S.; Fuchs, Douglas – Intervention in School and Clinic, 2010
Two aspects of mathematics with which students with mathematics learning difficulty (MLD) often struggle are word problems and number-combination skills. This article describes a math program in which students receive instruction on using algebraic equations to represent the underlying problem structure for three word-problem types. Students also…
Descriptors: Learning Problems, Mathematics Education, Word Problems (Mathematics), Tutoring
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Fuchs, Lynn S.; Fuchs, Douglas – TEACHING Exceptional Children, 2009
With the last reauthorization of the Individuals With Disabilities Education Act (IDEA) and the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind or NCLB), special education research exerted a major influence on general education. Even so, the academic outcomes of students with learning disabilities (LD), who are the…
Descriptors: Intervention, General Education, Federal Legislation, Learning Disabilities
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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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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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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
Fuchs, Douglas; Fuchs, Lynn S – Journal of Special Education, 2005
In this article, we summarize a good portion of the CASL research program on reading in the early grades. We first describe investigations conducted in kindergarten, where our focus was on the development of decoding and word recognition. Then we discuss studies conducted in first grade, where we continued to emphasize decoding and word…
Descriptors: Grade 1, Kindergarten, Investigations, Word Recognition
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Fuchs, Lynn S.; Fuchs, Douglas – Assessment for Effective Intervention, 2004
Curriculum-based measurement (CBM) bridges traditional psychometric and classroom-based observational assessment paradigms to forge an innovative approach to measurement, with several advantages over traditional and other forms of classroom assessment. This article provides a framework for extending CBM in two ways. First, the authors explain how…
Descriptors: Curriculum Based Assessment, Reading Fluency, Federal Legislation, Educational Improvement
Fuchs, Lynn S.; Fuchs, Douglas – National Center on Student Progress Monitoring, 2001
When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring…
Descriptors: Student Evaluation, Academic Achievement, Reading, Mathematics