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Douglas Fuchs
Douglas Fuchs
Research Professor of Special Education and Psychology and Human Development, Vanderbilt University
在 vanderbilt.edu 的电子邮件经过验证
标题
引用次数
引用次数
年份
Introduction to response to intervention: What, why, and how valid is it?
D Fuchs, LS Fuchs
Reading research quarterly 41 (1), 93-99, 2006
28342006
Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis
LS Fuchs, D Fuchs, MK Hosp, JR Jenkins
The role of fluency in reading competence, assessment, and instruction, 239-256, 2001
26532001
Responsiveness‐to‐intervention: Definitions, evidence, and implications for the learning disabilities construct
D Fuchs, D Mock, PL Morgan, CL Young
Learning disabilities research & practice 18 (3), 157-171, 2003
18802003
Inclusive schools movement and the radicalization of special education reform
D Fuchs, LS Fuchs
Exceptional children 60 (4), 294-309, 1994
17711994
Effects of systematic formative evaluation: A meta-analysis
LS Fuchs, D Fuchs
Exceptional children 53 (3), 199-208, 1986
13511986
Peer-assisted learning strategies: Making classrooms more responsive to diversity
D Fuchs, LS Fuchs, PG Mathes, DC Simmons
American Educational Research Journal 34 (1), 174-206, 1997
13191997
The prevention, identification, and cognitive determinants of math difficulty.
LS Fuchs, DL Compton, D Fuchs, K Paulsen, JD Bryant, CL Hamlett
Journal of educational psychology 97 (3), 493, 2005
9712005
Is there a bidirectional relationship between children's reading skills and reading motivation?
PL Morgan, D Fuchs
Exceptional children 73 (2), 165-183, 2007
9002007
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems.
LS Fuchs, D Fuchs, DL Compton, SR Powell, PM Seethaler, AM Capizzi, ...
Journal of educational psychology 98 (1), 29, 2006
8742006
Using curriculum‐based measurement to improve student achievement: Review of research
PM Stecker, LS Fuchs, D Fuchs
Psychology in the Schools 42 (8), 795-819, 2005
8422005
Formative evaluation of academic progress: How much growth can we expect?
LS Fuchs, D Fuchs, CL Hamlett, L Walz, G Germann
School Psychology Review 22 (1), 27-48, 1993
8291993
The “blurring” of special education in a new continuum of general education placements and services
D Fuchs, LS Fuchs, PM Stecker
Exceptional children 76 (3), 301-323, 2010
7802010
Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities.
LS Fuchs, D Fuchs
Learning Disabilities Research & Practice, 1998
7591998
The validity of informal reading comprehension measures
LS Fuchs, D Fuchs, L Maxwell
Remedial and special education 9 (2), 20-28, 1988
7361988
Smart RTI: A next-generation approach to multilevel prevention
D Fuchs, LS Fuchs, DL Compton
Exceptional children 78 (3), 263-279, 2012
7352012
What we need to know about responsiveness to intervention (and shouldn't be afraid to ask)
D Fuchs, DD Deshler
Learning Disabilities Research & Practice 22 (2), 129-136, 2007
6932007
A model for implementing responsiveness to intervention
LS Fuchs, D Fuchs
Teaching exceptional children 39 (5), 14-20, 2007
6592007
Characteristics of children who are unresponsive to early literacy intervention: A review of the literature
S Al Otaiba, D Fuchs
Remedial and Special education 23 (5), 300-316, 2002
6522002
Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures.
DL Compton, D Fuchs, LS Fuchs, JD Bryant
Journal of educational psychology 98 (2), 394, 2006
5392006
Responding to nonresponders: An experimental field trial of identification and intervention methods
KL McMaster, D Fuchs, LS Fuchs, DL Compton
Exceptional children 71 (4), 445-463, 2005
5272005
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