Pamela M Seethaler

Biographic Data

ID5757995
NAMEPamela M Seethaler
GIVEN NAMESPamela M
FAMILY NAMESeethaler
SIGNATURESEETHALER P M
AFFILIATIONSVanderbilt University
VERIFIEDNo
TOTAL WORKS9
TOTAL CITATIONS32
AUTHOR COUNT9
EDITOR COUNT0
FIRST PUBLICATION YEAR2008
LATEST PUBLICATION YEAR2024
H-INDEX2

  • Transfer between reading comprehension and word-problem solving among children with learning difficulty in both domains

    Open AccessLynn S Fuchs, Pamela M Seethaler et al.ARTICLEJournal of Educational Psychology2024

    0.91 and 0.54. Children's text-structure knowledge in passages and word problems mediated acquisition and cross-domain transfer effects in multilevel models. Findings suggest that text-structure intervention may help address the complex needs of children with comorbid RC and WPS difficulty

  • Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty

    Open AccessLynn S Fuchs, Pamela M Seethaler et al.ARTICLEJournal of Learning Disabilities2023

    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 estimate pandemic learning loss, we contrasted fall performance for 3 cohorts: fall of 2019 (pre-pandemic; n = 47), 2020 (early pandemic, when performance was affected by the truncated preceding school year; n = 35), …

  • Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties

    Open AccessEunsoo Cho, Jeannette Mancilla-Martinez et al.ARTICLEJournal of Learning Disabilities2022

    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 what we refer to as higher order comorbidity (reading comprehension and word-problem solving difficulties), and to examine the profiles of at-risk LM learners compared with at-risk non-LM learners. At-risk (LM n…

  • Building word-problem solving and working memory capacity

    Open AccessLynn S Fuchs, Douglas Fuchs et al.ARTICLEJournal of Educational Psychology2022

  • Closing the word-problem achievement gap in first grade

    Open AccessLynn S Fuchs, Pamela M Seethaler et al.ARTICLEJournal of Educational Psychology2021

    grade; and the added value of language comprehension instruction within word-problem intervention. Results also provide causal evidence on the role of language comprehension in word-problem solving

  • Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities

    Open AccessEunsoo Cho, Lynn S Fuchs et al.ARTICLEJournal of Learning Disabilities2020

    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 (English vs. Spanish), type of math outcome, and EL’s language dominance. At the start of first grade, ELs ( N = 368) were randomly assigned to English-DA or Spanish-DA conditions, were assessed on static mathemat…

  • The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge

    Open AccessLynn S Fuchs, Jennifer K Gilbert et al.ARTICLEDevelopmental Psychology2016Cited by: 4References: 6

    The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early calculation, word-problem, and number knowledge at start of Grade 2; calculation accuracy and calculation flue…

  • Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities

    Lynn S Fuchs, David C Geary et al.ARTICLEDevelopmental Psychology2010Cited by: 28References: 4

    The purpose of this study was to examine the interplay between basic numerical cognition and domain-general abilities (such as working memory) in explaining school mathematics learning. First graders (N = 280; mean age = 5.77 years) were assessed on 2 types of basic numerical cognition, 8 domain-general abilities, procedural calculations, and word problems in fall and then reassessed on procedural calculations and word problems in spring. Develop…

  • Using Curriculum-Based Measurement to Identify the 2% Population

    Open AccessLynn S Fuchs, Pamela M Seethaler et al.ARTICLEJournal of Disability Policy…2008

    In this article, the authors explain the federal requirements for identifying the population of learners who may participate in the alternate assessment based on modified achievement standards. The authors present four approaches to providing the necessary documentation, discussing the advantages and disadvantages of each. The authors then focus entirely on curriculum-based measurement (CBM) as the most promising approach for providing such docum…