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Peer reviewedFuchs, Lynn S.; Fuchs, Douglas – Journal of Learning Disabilities, 2002
A study investigated the mathematical problem-solving abilities of 18 fourth-graders with mathematics disabilities (MD) with and without comorbid reading disabilities (RD). Results demonstrated large deficits for both groups. However, the differences between students with and without RD were mediated by the level of problem solving and by…
Descriptors: Elementary Education, Elementary School Mathematics, Grade 4, Learning Disabilities
Direct linkFuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Paulsen, Kim – TEACHING Exceptional Children, 2002
This article describes "Hot Math," a third-grade intervention conducted with small groups of students with disabilities or in inclusive classrooms that fosters mathematical problem solving. Hot Math integrates two promising practices to promote mathematical problem solving, explicit instruction about transfer and self-regulation strategies.…
Descriptors: Disabilities, Elementary Education, Grade 3, Instructional Effectiveness
Fuchs, Douglas; Fuchs, Lynn S. – Reading Research Quarterly, 2006
On December 3, 2004, President Bush signed into law the Individuals with Disabilities Education Improvement Act (IDEA, 2004). The revised law is different from the previous version in at least one important respect. Whereas practitioners were previously encouraged to use IQ-achievement discrepancy to identify children with learning disabilities…
Descriptors: Early Intervention, Learning Disabilities, Intelligence Quotient, Legislation
Peer reviewedFuchs, Lynn S.; Fuchs, Douglas; Hamlett, Carol L.; Appleton, Amanda C. – Learning Disabilities: Research & Practice, 2002
A small-group mathematical problem-solving tutorial treatment with explicit instruction including transfer to novel problems was evaluated with 40 students. On word problems and transfer word problems, tutoring effected reliably stronger growth, although effects on real-world problem solving, while moderate to large, were not statistically…
Descriptors: Computer Assisted Instruction, Elementary Secondary Education, Generalization, Instructional Effectiveness
Peer reviewedFuchs, Douglas; And Others – School Psychology Quarterly, 1996
Outlines a four-year partnership with a school district in which a unique prereferral intervention approach was developed. Difficult-to-teach students outperformed students in control groups and district personnel seemed to embrace the program. However, school personnel did not continue to use the approach; the article explores why this happened.…
Descriptors: Adolescents, Behavior, Children, Consultants
Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Powell, Sarah R.; Seethaler, Pamela M.; Capizzi, Andrea M.; Schatschneider, Christopher; Fletcher, Jack M. – Journal of Educational Psychology, 2006
The purpose of this study was to examine the cognitive correlates of RD-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on language, nonverbal problem solving, concept formation, processing speed, long-term memory, working memory, phonological decoding, and sight word…
Descriptors: Grade 3, Concept Formation, Arithmetic, Sight Vocabulary
