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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 Hits 1 – 20 of 28 1 Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter? Cho, Eunsoo; Fuchs, Lynn S.; Seethaler, Pamela M.... In: J Learn Disabil (2020) BASE Show details 2 Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis Peng, Peng; Fuchs, Douglas; Fuchs, Lynn S.... In: J Learn Disabil (2020) BASE Show details 3 Temporo-frontal activation during phonological processing predicts gains in arithmetic facts in young children Suárez-Pellicioni, Macarena; Fuchs, Lynn; Booth, James R.. - : Elsevier, 2019 BASE Show details 4 Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence? Fuchs, Lynn S.; Powell, Sarah R.; Fall, Anna-Mária... In: Contemp Educ Psychol (2019) BASE Show details 5 The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status Martin, BrittanyLee N.; Fuchs, Lynn S.. - 2019 BASE Show details 6 A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills Child, Amanda E.; Cirino, Paul T.; Fletcher, Jack M.. - 2018 BASE Show details 7 A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development among At-Risk Readers Peng, Peng; Fuchs, Douglas; Fuchs, Lynn S.. - 2018 BASE Show details 8 Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension Fuchs, Lynn S.; Gilbert, Jennifer K.; Fuchs, Douglas. - 2017 BASE Show details 9 Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S.. - 2017 Abstract: Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children’s answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a sample of 1314 3rd grade students (age M=103.24 months, SD=5.41 months), Abstract Code Theory, Encoding Complex Theory, Triple Code Theory, and the Exact versus Approximate Calculations Hypothesis were evaluated, using 11 measures of arithmetic with symbolic problem formats (e.g., Arabic numeral and language-based formats) and various problem demands (e.g., requiring both exact and approximate calculations). In general, results provided support for both Triple Code Theory and Encoding Complex Theory. As predicted by Triple Code Theory, arithmetic outcomes with language formatting, Arabic numeral formatting, and estimation demands (across formats) were related but distinct from one another. As predicted by Encoding Complex Theory, executive attention was a direct predictor of all arithmetic outcomes. Language was no longer a direct predictor of arithmetic outcomes when executive attention was accounted for in the model; however, a strong and enduring relationship between language and executive attention suggested that language may play a facilitative role in reasoning during numeric processing. These findings have important implications for assessing arithmetic in educational settings and suggest that in addition to arithmetic-focused interventions, interventions targeting executive attention, language, and/or the interplay between them (i.e., internal speech during problem-solving) may be a promising avenues of mathematical problem-solving intervention. Keyword: Article URL: https://doi.org/10.1037/edu0000189 http://www.ncbi.nlm.nih.gov/pubmed/29147036 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5683730/ BASE Hide details 10 The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students’ Decimal Magnitude Understanding Malone, Amelia S.; Loehr, Abbey M.; Fuchs, Lynn S.. - 2017 BASE Show details 11 Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information Wang, Amber Y.; Fuchs, Lynn S.; Fuchs, Douglas. - 2016 BASE Show details 12 Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners Powell, Sarah R.; Fuchs, Lynn S.; Cirino, Paul T.. - 2015 BASE Show details 13 Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different? Fuchs, Lynn S.; Geary, David C.; Fuchs, Douglas. - 2015 BASE Show details 14 Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades Tolar, Tammy D.; Fuchs, Lynn; Cirino, Paul T.. - 2012 BASE Show details 15 Does Understanding Relational Terminology Mediate Effects of Intervention on Compare Word Problems? Schumacher, Robin F.; Fuchs, Lynn S.. - 2012 BASE Show details 16 First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status Fuchs, Douglas; Compton, Donald L.; Fuchs, Lynn S.. - 2012 BASE Show details 17 Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge Fuchs, Lynn S.; Compton, Donald L.; Fuchs, Douglas. - 2012 BASE Show details 18 The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities Compton, Donald L.; Fuchs, Lynn S.; Fuchs, Douglas. - 2011 BASE Show details 19 Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.... In: Developmental psychology. - Richmond, Va. [u.a.] : American Psychological Association 46 (2010) 6, 1731-1746 BLLDB Show details 20 The contributions of numerosity and domain-general abilities to school readiness Fuchs, Lynn S.; Geary, David C.; Compton, Donald L.... In: Child development. - Malden, Ma. [u.a.] : Blackwell 81 (2010) 5, 1520-1533 BLLDB Show details Page: 1 2

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