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Douglas Fuchs
Douglas Fuchs
Research Professor of Special Education and Psychology and Human Development, Vanderbilt University
Verified email at vanderbilt.edu
Title
Cited by
Cited by
Year
Introduction to response to intervention: What, why, and how valid is it?
D Fuchs, LS Fuchs
Reading research quarterly 41 (1), 93-99, 2006
29632006
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
27362001
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
19342003
Inclusive schools movement and the radicalization of special education reform
D Fuchs, LS Fuchs
Exceptional children 60 (4), 294-309, 1994
18021994
Effects of systematic formative evaluation: A meta-analysis
LS Fuchs, D Fuchs
Exceptional children 53 (3), 199-208, 1986
13771986
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
13421997
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
9942005
Is there a bidirectional relationship between children's reading skills and reading motivation?
PL Morgan, D Fuchs
Exceptional children 73 (2), 165-183, 2007
9352007
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
9082006
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
8722005
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
8491993
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
8062010
Smart RTI: A next-generation approach to multilevel prevention
D Fuchs, LS Fuchs, DL Compton
Exceptional children 78 (3), 263-279, 2012
7682012
Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities.
LS Fuchs, D Fuchs
Learning Disabilities Research & Practice, 1998
7661998
The validity of informal reading comprehension measures
LS Fuchs, D Fuchs, L Maxwell
Remedial and special education 9 (2), 20-28, 1988
7531988
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
7102007
A model for implementing responsiveness to intervention
LS Fuchs, D Fuchs
Teaching exceptional children 39 (5), 14-20, 2007
6782007
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
6682002
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
5512006
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
5402005
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