Douglas Fuchs

Dados Biográficos

ID3983181
NOMEDouglas Fuchs
PRENOMESDouglas
SOBRENOMEFuchs
ASSINATURAFUCHS D
AFILIAÇÕESVanderbilt University
ORCID0000-0002-5094-1023
VERIFICADOSim
TOTAL DE OBRAS54
TOTAL DE CITAÇÕES145
TOTAL COMO AUTOR54
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO1982
ANO MAIS RECENTE DE PUBLICAÇÃO2026
ÍNDICE H7

  • The Effect of Peer-Assisted Learning Strategies on the Reading Performance of Fourth Grade Students in the Rio Grande Valley

    Open AccessAlida K Hudson, Douglas Fuchs et al.ARTICLEReading & Writing Quarterly2026

    Reading comprehension is a critical skill for academic success and lifelong learning. This study examines the impact of Peer-Assisted Learning Strategies in Reading with Differentiation (PALS-RD) on the reading performance of fourth-grade students in the Rio Grande Valley, a predominantly bilingual and low-income community (50.0% Female, 97.1% Hispanic/Latinx, 90% qualifying for free or reduced lunch). The PALS-RD program, an adaptation of the or…

  • Reframing the Most Important Special Education Policy Debate in 50 Years

    Open AccessDouglas Fuchs, Allison F Gilmour et al.ARTICLEJournal of Learning Disabilities2025

    For decades, there have been competing visions of how and where to educate students with disabilities (SWDs) in America’s K-12 schools. One conception is that general classrooms can accommodate the learning needs of virtually all children. A second approach calls for multiple placement options. Over the years, the context in which this disagreement has played out has changed as educators have shifted from a reliance on special classes to trust in…

  • On the Importance of Place

    Open AccessDouglas Fuchs, Lynn S FuchsARTICLEJournal of Learning Disabilities2025

  • Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade

    Open AccessLynn S Fuchs, Douglas Fuchs et al.ARTICLEJournal of Learning Disabilities2025

    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 sample of 234 U.S. children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive …

  • The Elusive Meaning of Inclusive Education in Five Countries—and the United States

    Open AccessDouglas FuchsARTICLERemedial and Special Education2024

    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 countries try to provide students with disabilities a stronger, more inclusive educational experience. I compare and contrast this effort to efforts in the United States to properly understand and implement an i…

  • 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

  • Connections between mathematics and reading development

    Open AccessMercedes Spencer, Lynn S Fuchs et al.ARTICLEJournal of Educational Psychology2022

    0.33 years at the start of the study) who were identified as at-risk or not-at-risk for mathematics disability. Path analysis mediation models revealed that numerical cognition, assessed at an intermediary timepoint, mediated the effects of processing speed, working memory, calculation skill, word-problem solving, and attentive behavior on all 3 outcomes. Findings indicate that multiple early domain-general cognitive abilities are related to late…

  • Exploring the Truth of Michael Yudin’s Claim

    Open AccessDouglas Fuchs, Hilary C Mirowitz et al.ARTICLEJournal of Disability Policy…2022Citada por: 3Referências: 2

    Many K–Grade 12 students with disabilities (SWDs) in the United States spend a large portion of their school day in general classrooms because of a prevailing view that they are more appropriately challenging and beneficial than other educational placements. We questioned this belief by exploring a “dosage” hypothesis: The more time SWD are in general classrooms the better they do academically. We assembled a database spanning 1998 to 2015, inclu…

  • Commercially Developed Tests of Reading Comprehension

    Open AccessNathan H Clemens, Douglas FuchsARTICLEReading Research Quarterly2022Citada por: 3Referências: 57

    Many seem to believe that researcher‐made tests are unnecessary, if not inappropriate, for evaluating reading comprehension interventions. We suggest that this view reflects a zeitgeist in which researcher‐made (proximal) tests that align with the researchers’ interventions are closely scrutinized and often devalued, whereas commercially developed (distal) tests, typically unaligned with the researchers’ interventions, escape such examination and…

  • Bringing Data-Based Individualization to Scale

    Open AccessLynn S Fuchs, Douglas Fuchs et al.ARTICLEJournal of Learning Disabilities2021

    The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers’ instructional decision-making within curriculum-based measure –data-based individualization (CBM-DBI) in ways that enhance the learning outcomes of students with intensive intervention needs, including students with learning disabilities. We begin by summarizing a recent…

  • 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

  • New Standards and Old Divides

    Open AccessAdam Kirk Edgerton, Douglas Fuchs et al.ARTICLETeachers College Record The Voice…2020

    Background/Context The Individuals with Disabilities Education Act (IDEA, 2004) requires that all students with disabilities (SWD) receive a free, appropriate public education designed to meet their unique needs to prepare them for post-school education and employment (American Psychological Association, 2018). In the past two decades, momentum has grown for a supplementary idea: that schools be held accountable for SWD achieving grade-level stan…

  • Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities

    Open AccessEmma Hendricks, Emma L Hendricks et al.ARTICLEJournal of Learning Disabilities2020

    Response to intervention (RTI) has been promoted for nearly 20 years as a valid supplement to or alternative method of learning disability (LD) identification. Nevertheless, important unresolved questions remain about its role in disability identification. We had two purposes when conducting this study of 229 economically and racially diverse poor readers in Grades 4 and 5 in 28 public elementary and middle schools in Nashville. First, we examine…

  • 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…

  • Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types With Latent Profile Analysis

    Open AccessPeng Peng, Douglas Fuchs et al.ARTICLEJournal of Learning Disabilities2020

    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 nuanced characterization necessary? Data were collected on 265 at-risk readers’ word reading prior to and immediately following program implementation in first grade and in spring of second grade. Pretreatment data …

  • Prevention

    Open AccessDrew H Bailey, Lynn S Fuchs et al.ARTICLEChild Development2020

    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 three conditions: a control group (n = 224) and two variants of the intervention (same conceptual instruction but different forms of practice: speeded [n = 211] vs. nonspeeded [n = 204]). Impacts on all first-gra…

  • Cognitive Correlates of the Covariance in Reading and Arithmetic Fluency

    Open AccessTuire Koponen, Kenneth Eklund et al.ARTICLEChild Development2020

    This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid automatized naming (RAN), phonological awareness, letter knowledge, verbal counting, number writing, number comparison, memory skills, and processing and articulation speed in the spring of Grade 1 and on…

  • Sight word acquisition in first grade students at risk for reading disabilities

    Open AccessLaura M Steacy, Douglas Fuchs et al.ARTICLEAnnals of Dyslexia2020

  • Handbook of Evidence-Based Interventions for Children and Adolescents

    Thomas R Kratochwill, Lisa M Hagermoser Sanetti et al.BOOKHandbook of Evidence-Based…2016

  • 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 Psychology2016Citada por: 4Referências: 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…

  • Responsiveness-To-Intervention

    Douglas Fuchs, Lynn S FuchsARTICLETheory Into Practice2016Citada por: 1Referências: 12

    Classroom research on adaptive teaching indicates few teachers modify instruction for at-risk students in a manner that benefits them. Responsiveness-To-Intervention, with its tiers of increasingly intensive instruction, represents an alternative approach to adaptive instruction that may prove more workable in today's schools

  • Evidence-Based Practices in a Changing World

    Open AccessChristopher J Lemons, Douglas Fuchs et al.ARTICLEEducational Researcher2014Citada por: 17Referências: 25

    Experimental and quasi-experimental designs are used in educational research to establish causality and develop effective practices. These research designs rely on a counterfactual model that, in simple form, calls for a comparison between a treatment group and a control group. Developers of educational practices often assume that the population from which control groups are drawn is unchanging in its behavior or performance. This is not always t…