The “Blurring” of Special Education in a New Continuum of General Education Placements and Services von Fuchs, Douglas, Fuchs, Lynn S., Stecker, Pamela M.

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The Mediating Relation between Symbolic and Nonsymbolic Foundations of Math Competence von Price, Gavin R, Fuchs, Lynn S

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Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks von Fuchs, Douglas, Fuchs, Lynn S.

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Using Curriculum-Based Measurement to Improve Student Achievement: Review of Research von Stecker, Pamela M., Fuchs, Lynn S., Fuchs, Douglas

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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge von Fuchs, Lynn S., Compton, Donald L., Fuchs, Douglas, Powell, Sarah R., Schumacher, Robin F., Hamlett, Carol L., Vernier, Emily, Namkung, Jessica M., Vukovic, Rose K.

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Response-To-Intervention in Finland and the United States: Mathematics Learning Support as an Example von Björn, Piia M, Aro, Mikko, Koponen, Tuire, Fuchs, Lynn S, Fuchs, Douglas

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Sources of Individual Differences in Reading Comprehension and Reading Fluency von Jenkins, Joseph R, Fuchs, Lynn S, van den Broek, Paul, Espin, Christine, Deno, Stanley L

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Efficacy of a First-Grade Responsiveness-to-Intervention Prevention Model for Struggling Readers von Gilbert, Jennifer K., Compton, Donald L., Fuchs, Douglas, Fuchs, Lynn S., Bouton, Bobette, Barquero, Laura A., Cho, Eunsoo

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Responsiveness-to-Intervention: A Decade Later von Fuchs, Lynn S., Vaughn, Sharon

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On the Importance of Moderator Analysis in Intervention Research: An Introduction to the Special Issue von Fuchs, Douglas, Fuchs, Lynn S.

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Connections Between Mathematics and Reading Development: Numerical Cognition Mediates Relations Between Foundational Competencies and Later Academic Outcomes von Spencer, Mercedes, Fuchs, Lynn S., Geary, David C., Fuchs, Douglas

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Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice von Grigorenko, Elena L., Compton, Donald L., Fuchs, Lynn S., Wagner, Richard K., Willcutt, Erik G., Fletcher, Jack M.

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Language-related longitudinal predictors of arithmetic word problem solving: A structural equation modeling approach von Spencer, Mercedes, Fuchs, Lynn S., Fuchs, Douglas

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Keys to the Gate? Equal Sign Knowledge at Second Grade Predicts Fourth‐Grade Algebra Competence von Matthews, Percival G., Fuchs, Lynn S.

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Introduction to response to intervention: What, why, and how valid is it? von FUCHS, DOUGLAS, FUCHS, LYNN S.

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Smart RTI: A Next-Generation Approach to Multilevel Prevention von Fuchs, Douglas, Fuchs, Lynn S., Compton, Donald L.

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Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency von Fuchs, Lynn S., Fuchs, Douglas, Compton, Donald L.

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Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty von Fuchs, Lynn S., Seethaler, Pamela M., Fuchs, Douglas, Espinas, Daniel

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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction von Fuchs, Lynn S, Seethaler, Pamela M, Sterba, Sonya K, Craddock, Caitlin, Fuchs, Douglas, Compton, Donald L, Geary, David C, Changas, Paul

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Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods von McMaster, Kristen L., Fuchs, Douglas, Fuchs, Lynn S., Compton, Donald L.

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