Zobrazeno 1 - 10 of 345 pro vyhledávání: '"Douglas, Fuchs"'
1
Next-Generation Fraction Intervention and the Long-Term Advantage of Interleaved Instruction
Autor: Lynn S. Fuchs, Amelia S. Malone, Kristopher J. Preacher, Eunsoo Cho, Douglas Fuchs, Paul Changas
Publikováno v: Exceptional Children. 89:332-352
This study's first purpose was to investigate effects of a fourth- and fifth-grade “next-generation” fraction intervention, which included six enhancements over a previously validated fraction intervention, designed to address career- and college
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::2e70ca9ed6a082eac27d918b158c7e11
https://doi.org/10.1177/00144029221135565
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3
Exploring the Truth of Michael Yudin’s Claim: The More Time Students With Disabilities Spend in General Classrooms, the Better They Do Academically
Autor: Douglas Fuchs, Hilary C. Mirowitz, Jennifer K. Gilbert
Publikováno v: Journal of Disability Policy Studies. 33:236-252
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 p
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::cbb581757657e65aa2409e52ed91788d
https://doi.org/10.1177/10442073221097713
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5
Modelling multilevel nonlinear treatment‐by‐covariate interactions in cluster randomized controlled trials using a generalized additive mixed model
Autor: Sun‐Joo Cho, Kristopher J. Preacher, Haley E. Yaremych, Matthew Naveiras, Douglas Fuchs, Lynn S. Fuchs
Publikováno v: British Journal of Mathematical and Statistical Psychology. 75:493-521
A cluster randomized controlled trial (C-RCT) is common in educational intervention studies. Multilevel modelling (MLM) is a dominant analytic method to evaluate treatment effects in a C-RCT. In most MLM applications intended to detect an interaction
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d3c170ad947779a5ff579f5842bf5763
https://doi.org/10.1111/bmsp.12265
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6
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
Autor: Eunsoo, Cho, Jeannette, Mancilla-Martinez, Jin Kyoung, Hwang, Lynn S, Fuchs, Pamela M, Seethaler, Douglas, Fuchs
Publikováno v: J Learn Disabil
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 ref
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e9d649f0da0b191ef282e396e4ce4a4a
https://doi.org/10.1177/00222194211068355
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7
Connections between Mathematics and Reading Development: Numerical Cognition Mediates Relations between Foundational Competencies and Later Academic Outcomes
Autor: Mercedes Spencer, David C. Geary, Douglas Fuchs, Lynn S. Fuchs
Publikováno v: J Educ Psychol
We examined longitudinal relations between 1(st)-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::523989b4481f7ebea7e0ad64c29dfeb7
https://pubmed.ncbi.nlm.nih.gov/35177868
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8
Akademický článek
Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example
Autor: Piia M. Björn, Mikko Aro, Tuire Koponen, Lynn S. Fuchs, Douglas Fuchs
Publikováno v: Frontiers in Psychology, Vol 9 (2018)
Response to Intervention (RTI) was accepted in the early 2000s as a new framework for identifying learning difficulties (LD) in the U.S. In Finland, a similar multi-tiered framework has existed since 2010. In the present study, these frameworks are p
Externí odkaz: https://doaj.org/article/ab667384d516418cbc798ca093690228
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10
Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty
Autor: Lynn S. Fuchs, Pamela M. Seethaler, Douglas Fuchs, Daniel Espinas
Publikováno v: Journal of Learning Disabilities. :002221942311703
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
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::b905cfaf546c6d4a8f8dd5591a1f087f
https://doi.org/10.1177/00222194231170313
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