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L

Lynn S. Fuchs

vanderbilt university

H指数:112

被引数:4.2万

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Interventions for children and adolescents with specific learning disability and co-occurring disorders

针对伴有特定学习障碍和共病障碍的儿童及青少年的干预措施

Pediatric Research

IF3.1

2025-07-180

OA

Interventions for comorbid learning disabilities

共患学习障碍的干预措施

CHILD DEVELOPMENT PERSPECTIVES

IF5.3

2024-12-010

PREAI

Transfer Between Reading Comprehension and Word-Problem Solving Among Children With Learning Difficulty in Both Domains

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2024-10-011

PRE

Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2022-10-0120

OA

The effects of language instruction on math development

CHILD DEVELOPMENT PERSPECTIVES

IF5.3

2022-02-2814

OA

Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2022-02-0116

OA

Domain general and specific contributions to algebra: A sequenced longitudinal path model

CONTEMPORARY EDUCATIONAL PSYCHOLOGY

IF3.8

2022-01-015

PRE

Alternative Paths to Improved Word-Problem Performance: An Advantage for Embedding Prealgebraic Reasoning Instruction Within Word-Problem Intervention

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2021-07-0123

OA

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention With Embedded Language Comprehension Instruction

JOURNAL OF EDUCATIONAL PSYCHOLOGY

IF6.4

2021-01-0169

OA

Do the processes engaged during mathematical word-problem solving differ along the distribution of word-problem competence?

CONTEMPORARY EDUCATIONAL PSYCHOLOGY

IF3.8

2020-01-0113

OAAI

Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice

AMERICAN PSYCHOLOGIST

IF7.2

2020-01-01186

OA

Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach

CONTEMPORARY EDUCATIONAL PSYCHOLOGY

IF3.8

2020-01-0120

OAAI

Does an integrated focus on fractions and decimals improve at-risk students' rational number magnitude performance?

CONTEMPORARY EDUCATIONAL PSYCHOLOGY

IF3.8

2019-10-0115

PREAI

Variables influencing algebra performance: Understanding rational numbers is essential

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2019-08-0122

PREAI

Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency: Importance of Serial Retrieval Fluency

CHILD DEVELOPMENT

IF3.8

2019-07-1055

PREAI

Introduction to Special Issue. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science

MODELS FOR INNOVATION: ADVANCING APPROACHES TO HIGHER-RISK AND HIGHER-IMPACT LEARNING DISABILITIES SCIENCE

IF0

2019-05-020

OAAI

Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities

MODELS FOR INNOVATION: ADVANCING APPROACHES TO HIGHER-RISK AND HIGHER-IMPACT LEARNING DISABILITIES SCIENCE

IF0

2019-04-3026

OAAI

Prevention: Necessary But Insufficient? A 2-Year Follow-Up of an Effective First-Grade Mathematics Intervention

CHILD DEVELOPMENT

IF3.8

2018-10-2523

OA

Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth-Grade Algebra Competence

CHILD DEVELOPMENT

IF3.8

2018-09-1738

OAAI

Does initial learning about the meaning of fractions present similar challenges for students with and without adequate whole-number skill?

LEARNING AND INDIVIDUAL DIFFERENCES

IF9

2018-01-0141

OAAI