J. Namkung

A meta-analysis of mathematics and working memory: Moderating effects of working memory domain, type of mathematics skill, and sample characteristics

M. Barnes, Peng Peng, J. Namkung, 2016 .

Contributions of domain-general cognitive resources and different forms of arithmetic development to pre-algebraic knowledge.

L. Fuchs, D. Fuchs, C. Hamlett, 2012, Developmental psychology.

Examining the mutual relations between language and mathematics: A meta-analysis.

Jason C. Chow, Peng Peng, J. Namkung, 2020, Psychological bulletin.

WHY FRACTION MAGNITUDES DIFFER-1 Supported Self-Explaining during Fraction Intervention

Nancy C. Jordan, L. Fuchs, C. Hamlett, 2015 .

Remediating Difficulty with Fractions for Students with Mathematics Learning Difficulties

L. Fuchs, J. Namkung, Jessica M. Namkung, 2019, Learning Disabilities: A Multidisciplinary Journal.

Fraction Intervention for Students With Mathematics Difficulties: Lessons Learned From Five Randomized Controlled Trials

L. Fuchs, A. Wang, J. Namkung, 2017, Journal of learning disabilities.

Does Initial Learning about the Meaning of Fractions Present Similar Challenges for Students with and without Adequate Whole-Number Skill?

L. Fuchs, N. Koziol, J. Namkung, 2018, Learning and individual differences.