Pamela M. Seethaler

发表

Three Frameworks for Assessing Responsiveness to Instruction as a Means of Identifying Mathematical Learning Disabilities

Lynn S. Fuchs, Douglas Fuchs, Pamela M. Seethaler, 2019 .

Using Curriculum-Based Measurement To Monitor Kindergarteners’ Mathematics Development

Lynn S. Fuchs, Pamela M. Seethaler, 2011 .

Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension

Lynn S. Fuchs, Douglas Fuchs, Pamela M. Seethaler, 2018, Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading.

Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners

Lynn S. Fuchs, Douglas Fuchs, Marcia A. Barnes, 2019, ZDM.

Grade Three: Math Concepts/Applications. Case Study #2.

Pamela M. Seethaler, Sarah R. Powell, 2008 .

The role of cognitive processes, foundational math skill, and calculation accuracy and fluency in word-problem solving versus prealgebraic knowledge.

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2016, Developmental psychology.

The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems

Lynn S. Fuchs, Donald L. Compton, Douglas Fuchs, 2006 .

Intensive Intervention for Students with Mathematics Disabilities: Seven Principles of Effective Practice

Douglas Fuchs, Jack M Fletcher, Paul T Cirino, 2008, Learning disability quarterly : journal of the Division for Children with Learning Disabilities.

The Effects of Schema-Broadening Instruction on Second Graders' Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study

Douglas Fuchs, Pamela M. Seethaler, Sarah R Powell, 2010, The Elementary School Journal.

Effects of Preventative Tutoring on the Mathematical Problem Solving of Third-Grade Students with Math and Reading Difficulties

Douglas Fuchs, Jack M Fletcher, Pamela M. Seethaler, 2008, Exceptional children.

The Effects of Strategic Counting Instruction, with and without Deliberate Practice, on Number Combination Skill among Students with Mathematics Difficulties.

Douglas Fuchs, Jack M Fletcher, Paul T Cirino, 2010, Learning and individual differences.

Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.

Douglas Fuchs, Jack M Fletcher, Paul T Cirino, 2009, Journal of educational psychology.

The Effects of Computer-Assisted Instruction on Number Combination Skill in At-Risk First Graders

Douglas Fuchs, Pamela M. Seethaler, Sarah R Powell, 2006, Journal of learning disabilities.

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

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

The Predictive Utility of Kindergarten Screening for Math Difficulty

Lynn S. Fuchs, Pamela M. Seethaler, L. Fuchs, 2010 .

A Drop in the Bucket: Randomized Controlled Trials Testing Reading and Math Interventions.

Lynn S. Fuchs, Pamela M. Seethaler, L. Fuchs, 2005 .

The Cognitive Correlates of Computational Estimation Skill Among Third‐Grade Students

Lynn S. Fuchs, Pamela M. Seethaler, 2006 .

PROFICIENCY 1 Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency ?

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2016 .

Connections Between Reading Comprehension and Word-Problem Solving via Oral Language Comprehension: Implications for Comorbid Learning Disabilities.

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2019, New directions for child and adolescent development.

Improving Language Comprehension to Enhance Word-Problem Solving

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2020, Reading & writing quarterly : overcoming learning difficulties.

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2020, Journal of educational psychology.

Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2019, Journal of learning disabilities.

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

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

Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction.

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2020, Journal of educational psychology.

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners

Jin Kyoung Hwang, Pamela M. Seethaler, D. Fuchs, 2022, Journal of learning disabilities.

Addressing the role of working memory in mathematical word-problem solving when designing intervention for struggling learners

Pamela M. Seethaler, M. Barnes, L. Fuchs, 2019, ZDM.

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.

The Role of Cognitive Processes in Treating Mathematics Learning Difficulties

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2019, Cognitive Foundations for Improving Mathematical Learning.

Does the Value of Dynamic Assessment in Predicting End-of-First-Grade Mathematics Performance Differ as a Function of English Language Proficiency?

Douglas Fuchs, Pamela M. Seethaler, Lynn S Fuchs, 2016, The Elementary School Journal.

A Framework for Remediating Number Combination Deficits

Douglas Fuchs, Jack M Fletcher, Paul T Cirino, 2010, Exceptional children.

Using Curriculum-Based Measurement to Identify the 2% Population

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2008 .

Predicting First Graders' Development of Calculation versus Word-Problem Performance: The Role of Dynamic Assessment.

Douglas Fuchs, Pamela M. Seethaler, Lynn S Fuchs, 2012, Journal of educational psychology.

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.

Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty

Pamela M. Seethaler, D. Fuchs, D. Espinas, 2023, Journal of learning disabilities.

Intervention to Improve Arithmetic, Word-Problem, and Fraction Performance in Students with Mathematics Disabilities

Pamela M. Seethaler, L. Fuchs, D. Fuchs, 2017 .

Supplemental Material for Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches

Pamela M. Seethaler, M. Barnes, D. Fuchs, 2022, Journal of Educational Psychology.

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.