D-Index & Metrics Best Publications

D-Index & Metrics

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Psychology D-index 103 Citations 39,902 290 World Ranking 293 National Ranking 191

Research.com Recognitions

Awards & Achievements

2014 - Distinguished Contributions to Research in Education Award, American Educational Research Association

2008 - Fellow of the American Educational Research Association

1998 - Palmer O. Johnson Memorial Award, American Educational Research Association

Overview

What is he best known for?

The fields of study he is best known for:

  • Mathematics education
  • Education
  • Statistics

His primary areas of investigation include Mathematics education, Learning disability, Special education, Reading and Developmental psychology. In the subject of general Mathematics education, his work in Primary education, Teaching method and Academic achievement is often linked to Curriculum-based measurement, thereby combining diverse domains of study. His work deals with themes such as Construct and Applied psychology, which intersect with Learning disability.

His Special education research incorporates elements of Intervention and Medical education. His Reading research integrates issues from Peer tutor, Cognitive psychology, Literacy and Test validity. His biological study spans a wide range of topics, including Response to intervention, Dyslexia, Reading disability, Phonological awareness and Fluency.

His most cited work include:

  • Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis (1105 citations)
  • Introduction to Response to Intervention: What, Why, and How Valid Is It?. (915 citations)
  • Responsiveness‐to‐Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct (755 citations)

What are the main themes of his work throughout his whole career to date?

Douglas Fuchs mainly focuses on Mathematics education, Learning disability, Special education, Developmental psychology and Reading. His work on Teaching method, Primary education and Academic achievement is typically connected to Curriculum-based measurement as part of general Mathematics education study, connecting several disciplines of science. His Learning disability study integrates concerns from other disciplines, such as Intervention, Response to intervention and Test.

His Special education study deals with the bigger picture of Pedagogy. His studies in Developmental psychology integrate themes in fields like Test performance, Vocabulary and Dyslexia, Reading disability. His Reading research is multidisciplinary, relying on both Psychological intervention, Peer tutor and Fluency.

He most often published in these fields:

  • Mathematics education (44.64%)
  • Learning disability (30.36%)
  • Special education (23.81%)

What were the highlights of his more recent work (between 2012-2021)?

  • Mathematics education (44.64%)
  • Intervention (18.75%)
  • Reading comprehension (9.82%)

In recent papers he was focusing on the following fields of study:

His primary scientific interests are in Mathematics education, Intervention, Reading comprehension, Cognitive psychology and Learning disability. His work deals with themes such as Achievement test and Reading, which intersect with Mathematics education. The various areas that Douglas Fuchs examines in his Intervention study include At-risk students, Medical education and Transfer of training.

His Reading comprehension study also includes fields such as

  • Comprehension, which have a strong connection to Fluency, Word problem solving and Schema,
  • Vocabulary together with Sight word and Regression analysis. His research investigates the connection between Cognitive psychology and topics such as Working memory that intersect with issues in Nonverbal communication and Competence. Learning disability is a primary field of his research addressed under Developmental psychology.

Between 2012 and 2021, his most popular works were:

  • Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice. (86 citations)
  • What Is Intensive Instruction and Why Is It Important (78 citations)
  • A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain? (77 citations)

In his most recent research, the most cited papers focused on:

  • Education
  • Mathematics education
  • Statistics

Mathematics education, Learning disability, Response to intervention, Short-term memory and Cognitive psychology are his primary areas of study. The Mathematics education study which covers Achievement test that intersects with Path analysis, Comprehension and Intelligence quotient. Douglas Fuchs interconnects Intervention and Test validity in the investigation of issues within Learning disability.

His research integrates issues of Phonemic awareness, Reading and Clinical psychology in his study of Intervention. Response to intervention is a subfield of Special education that Douglas Fuchs studies. His Short-term memory study combines topics in areas such as At-risk students and Reading comprehension.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Introduction to Response to Intervention: What, Why, and How Valid Is It?.

Douglas Fuchs;Lynn S. Fuchs.
Reading Research Quarterly (2006)

2307 Citations

Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis

Lynn S. Fuchs;Douglas Fuchs;Michelle K. Hosp;Joseph R. Jenkins.
Scientific Studies of Reading (2001)

2163 Citations

Responsiveness‐to‐Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct

Douglas Fuchs;Devery Mock;Paul L. Morgan;Caresa L. Young.
Learning Disabilities Research and Practice (2003)

1690 Citations

Inclusive Schools Movement and the Radicalization of Special Education Reform

Douglas Fuchs;Lynn S. Fuchs.
Exceptional Children (1994)

1570 Citations

Effects of Systematic Formative Evaluation: A Meta-Analysis:

Lynn S. Fuchs;Douglas Fuchs.
Exceptional Children (1986)

1190 Citations

Peer-Assisted Learning Strategies: Making Classrooms More Responsive to Diversity:

Douglas Fuchs;Lynn S. Fuchs;Patricia G. Mathes;Deborah C. Simmons.
American Educational Research Journal (1997)

1153 Citations

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

Lynn S. Fuchs;Donald L. Compton;Douglas Fuchs;Kimberly Paulsen.
Journal of Educational Psychology (2005)

825 Citations

Formative Evaluation of Academic Progress: How Much Growth Can We Expect?.

Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Lynn Walz.
School Psychology Review (1993)

766 Citations

Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities.

Lynn S. Fuchs;Douglas Fuchs.
Learning Disabilities Research and Practice (1998)

693 Citations

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

Lynn S. Fuchs;Douglas Fuchs;Donald L. Compton;Sarah R. Powell.
Journal of Educational Psychology (2006)

692 Citations

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