Douglas Fuchs
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View article: Transfer between reading comprehension and word-problem solving among children with learning difficulty in both domains.
Transfer between reading comprehension and word-problem solving among children with learning difficulty in both domains. Open
Reading comprehension (RC) and word-problem solving (WPS) both involve text processing. Yet, despite evidence that RC text-structure intervention improves RC, transfer to WPS has not been investigated. Similarly, despite evidence that WPS …
View article: The Elusive Meaning of Inclusive Education in Five Countries—and the United States
The Elusive Meaning of Inclusive Education in Five Countries—and the United States Open
In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes among the authors’ descriptions of both progress and challenges as their respective …
View article: Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade Open
The purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sam…
View article: Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty
Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty Open
Analyses were conducted with second graders, drawn from an ongoing multi-cohort randomized controlled trial (RCT), who had been identified for RCT entry based on comorbid reading comprehension and word-problem solving difficulty. To estima…
View article: Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches.
Building word-problem solving and working memory capacity: A randomized controlled trial comparing three intervention approaches. Open
View article: Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners Open
The purpose of this study was threefold: to examine unique and shared risk factors of comorbidity for reading comprehension and word-problem solving difficulties, to explore whether language minority (LM) learners are at increased risk of …
View article: Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes.
Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes. Open
We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, atte…
View article: Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis
Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis Open
We conducted a secondary analysis of data from a randomized control trial to explore this question: Does “response/no response” best characterize students’ reactions to a generally efficacious first-grade reading program, or is a more nuan…
View article: Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery
Sight word acquisition in first grade students at risk for reading disabilities: an item-level exploration of the number of exposures required for mastery Open
View article: Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.
Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction. Open
The main purpose of this study was to test the effects of word-problem intervention, with versus without embedded language comprehension instruction, on at-risk 1st graders' word-problem performance. We also isolated the need fo…
View article: Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter? Open
We examined dynamic assessment’s (DA’s) added value over traditional assessments for identifying Spanish-speaking English learners’ (ELs) risk for developing mathematics disabilities, as a function of the language of test administration (E…
View article: Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade
Addressing Challenging Mathematics Standards With At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade Open
The purposes of this study were to assess the effects of fractions intervention for students who are at risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth-mindset instruction (SR-GM)…
View article: Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach
Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach Open
View article: Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?
Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence? Open
View article: Improving Language Comprehension to Enhance Word-Problem Solving
Improving Language Comprehension to Enhance Word-Problem Solving Open
The focus of this article is the role of language comprehension within word-problem solving (WPS). The role of the language comprehension in WPS is explained, and an overview of research illustrating language comprehension's contribution t…
View article: Connections Between Reading Comprehension and Word‐Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities
Connections Between Reading Comprehension and Word‐Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities Open
In this article, we discuss the approach adopted within the Vanderbilt University Learning Disabilities Innovation Hub, which focuses on students with higher-order comorbidity: students with concurrent difficulty with reading comprehension…
View article: Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties Open
The purpose of this study was to explore the efficacy of fractions intervention with and without an embedded self-regulation (SR) component for third-grade students at risk for mathematics disabilities. Fractions intervention focused on ma…
View article: A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers Open
This study explored the developmental trajectories and predictors of word reading and reading comprehension among young at-risk readers. In fall of first grade, 185 students identified as at-risk for reading difficulties were assessed on m…
View article: Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction
Using Moderator Analysis to Identify the First-Grade Children Who Benefit More and Less From a Reading Comprehension Program: A Step Toward Aptitude-by-Treatment Interaction Open
Because of the importance of teaching reading comprehension to struggling young readers and the infrequency with which it has been implemented and evaluated, we designed a comprehensive first-grade reading comprehension program. We conduct…
View article: Prevention: Necessary But Insufficient? A 2‐Year Follow‐Up of an Effective First‐Grade Mathematics Intervention
Prevention: Necessary But Insufficient? A 2‐Year Follow‐Up of an Effective First‐Grade Mathematics Intervention Open
We present first‐grade, second‐grade, and third‐grade impacts for a first‐grade intervention targeting the conceptual and procedural bases that support arithmetic. At‐risk students (average age at pretest = 6.5) were randomly assigned to t…
View article: Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention?
Does the Severity of Students’ Pre-Intervention Math Deficits Affect Responsiveness to Generally Effective First-Grade Intervention? Open
The purpose of this analysis was to assess whether effects of first-grade mathematics intervention apply across the range of at-risk learners’ initial skill levels. Students were randomly assigned to control ( n = 213) and two variants of …
View article: Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example Open
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 multi-tiered framework has existed since 2010. In the present study, these frame…
View article: Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities
Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities Open
Federal policies have aimed to improve access to grade-level curriculum for students with disabilities (SWD). Current conceptualizations of access posit that it is evidenced by students’ academic outcomes. In a meta-analysis of 180 effect …
View article: Identifying Appropriate Test Accommodations for Students With Learning Disabilities
Identifying Appropriate Test Accommodations for Students With Learning Disabilities Open
Accountability is a prominent issue in public education.A great deal of time, money, and student and teacher effort is spent on testing students' academic achievement and progress to evaluate the educational outcomes of schools, school sys…
View article: Identifying Appropriate Test Accommodations for Students With Learning Disabilities
Identifying Appropriate Test Accommodations for Students With Learning Disabilities Open
Accountability is a prominent issue in public education.A great deal of time, money, and student and teacher effort is spent on testing students' academic achievement and progress to evaluate the educational outcomes of schools, school sys…
View article: Use of Curriculum-Based Measurement in Identifying Students with Disabilities
Use of Curriculum-Based Measurement in Identifying Students with Disabilities Open
View article: Principles for Sustaining Research-Based Practice in the Schools: A Case Study
Principles for Sustaining Research-Based Practice in the Schools: A Case Study Open
Despite an impressive corpus of research on effective practices
View article: Use of Curriculum-Based Measurement in Identifying Students with Disabilities
Use of Curriculum-Based Measurement in Identifying Students with Disabilities Open
View article: Principles for Sustaining Research-Based Practice in the Schools: A Case Study
Principles for Sustaining Research-Based Practice in the Schools: A Case Study Open
View article: Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?.
Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?. Open
The purpose of this study was to assess the added value of dynamic assessment (DA) for predicting individual differences in year-end first-grade calculation (CA) and word-problem (WP) performance as a function of limited English proficienc…