Joan D. Bryant

发表

Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2008 .

Mathematics Screening and Progress Monitoring at First Grade: Implications for Responsiveness to Intervention

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2007 .

The Prevention, Identification, and Cognitive Determinants of Math Difficulty.

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2005 .

Introducing the concepts of inquiry based learning in a problem based learning (PBL) workshop using a game based learning strategy

Joan D. Bryant, A. Srinivasan, 2018 .

Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice.

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2013, Journal of educational psychology.

Responsiveness to Intervention: Preventing and Identifying Mathematics Disability

L. Fuchs, D. Fuchs, C. Hamlett, 2005 .

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

Douglas Fuchs, Christopher Schatschneider, Pamela M. Seethaler, 2010, Developmental psychology.

Selecting At-Risk Readers in First Grade for Early Intervention: A Two-Year Longitudinal Study of Decision Rules and Procedures

L. Fuchs, D. Fuchs, D. Compton, 2006 .

The contributions of numerosity and domain-general abilities to school readiness.

Douglas Fuchs, Lynn S Fuchs, Donald L Compton, 2010, Child development.

The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study.

Pamela M. Seethaler, Lynn S Fuchs, Pamela M Seethaler, 2011, Learning and individual differences.

Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities?

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2010, Developmental psychology.