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Psychology

D-Index
117
Citations
49623
World Ranking
295
National Ranking
186

Research.com Recognitions

  • 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

Douglas Fuchs is affiliated with Vanderbilt University in the United States and is an active researcher in the fields of psychology, social sciences, and mathematics. Their work spans several subfields, with a primary focus on developmental and educational psychology alongside statistics and probability.

The scientist's recent publications address topics related to educational interventions, assessment methods, and disability education. Notable papers include:

  • "Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction." (2020, Journal of Educational Psychology)
  • "Commercially Developed Tests of Reading Comprehension: Gold Standard or Fool's Gold?" (2021, Reading Research Quarterly)
  • "Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports" (2021, Journal of Learning Disabilities)
  • "Exploring the Truth of Michael Yudin's Claim: The More Time Students With Disabilities Spend in General Classrooms, the Better They Do Academically" (2022, Journal of Disability Policy Studies)
  • "Are Individual Differences in Response to Intervention Influenced by the Methods and Measures Used to Define Response? Implications for Identifying Children With Learning Disabilities" (2020, Journal of Learning Disabilities)

Fuchs frequently collaborates with other researchers including Lynn S. Fuchs, Pamela M. Seethaler, Kristopher J. Preacher, Eunsoo Cho, and Sonya K. Sterba. Collaborative work appears prominently in journals focusing on learning disabilities and educational psychology.

The scientist publishes predominantly in the following venues:

  • Journal of Learning Disabilities
  • Journal of Educational Psychology
  • Exceptional Children
  • Reading Research Quarterly
  • Journal of Disability Policy Studies

The research topics that Douglas Fuchs focuses on can be described as:

  • Reading and Literacy Development
  • Cognitive and developmental aspects of mathematical skills
  • Educational and Psychological Assessments
  • Disability Education and Employment
  • Parental Involvement in Education
  • Mathematics Education and Teaching Techniques
  • Educational Strategies and Epistemologies

Over the course of their career, Fuchs has received several awards including the Distinguished Contributions to Research in Education Award from the American Educational Research Association in 2014, was named a Fellow of the same association in 2008, and received the Palmer O. Johnson Memorial Award from AERA in 1998.

Best Publications

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

    Douglas Fuchs;Lynn S. Fuchs

  • 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

  • Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct.

    Douglas Fuchs;Devery Mock;Paul L. Morgan;Caresa L. Young

  • Inclusive Schools Movement and the Radicalization of Special Education Reform

    Douglas Fuchs;Lynn S. Fuchs

  • Effects of Systematic Formative Evaluation: A Meta-Analysis:

    Lynn S. Fuchs;Douglas Fuchs

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

    Douglas Fuchs;Lynn S. Fuchs;Patricia G. Mathes;Deborah C. Simmons

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

    Lynn S. Fuchs;Donald L. Compton;Douglas Fuchs;Kimberly Paulsen

  • 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

  • Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?:

    Paul L. Morgan;Douglas Fuchs

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

    Lynn S. Fuchs;Douglas Fuchs;Carol L. Hamlett;Lynn Walz

  • Using Curriculum‐Based Measurement to Improve Student Achievement: Review of Research

    Pamela M. Stecker;Lynn S. Fuchs;Douglas Fuchs

  • The Validity of Informal Reading Comprehension Measures

    Lynn S. Fuchs;Douglas Fuchs;Linn Maxwell

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

    Lynn S. Fuchs;Douglas Fuchs

  • The “Blurring” of Special Education in a New Continuum of General Education Placements and Services:

    Douglas Fuchs;Lynn S. Fuchs;Pamela M. Stecker

  • What We Need to Know about Responsiveness to Intervention (and Shouldn't Be Afraid to Ask).

    Douglas Fuchs;Donald D. Deshler

  • Smart RTI: A Next-Generation Approach to Multilevel Prevention

    Douglas Fuchs;Lynn S. Fuchs;Donald L. Compton

  • Characteristics of Children Who Are Unresponsive to Early Literacy Intervention A Review of the Literature

    Stephanie Al Otaiba;Douglas Fuchs

  • A Model for Implementing Responsiveness to Intervention

    Lynn S. Fuchs;Douglas Fuchs

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

    Donald L. Compton;Douglas Fuchs;Lynn S. Fuchs;Joan D. Bryant

  • Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods:

    Kristen L. McMaster;Douglas Fuchs;Lynn S. Fuchs;Donald L. Compton

Frequent Co-Authors

Lynn S. Fuchs
Lynn S. Fuchs Vanderbilt University
Carol L. Hamlett
Carol L. Hamlett Vanderbilt University
Donald L. Compton
Donald L. Compton Florida State University
Kristen L. McMaster
Kristen L. McMaster University of Minnesota
Paul T. Cirino
Paul T. Cirino University of Houston
Jack M. Fletcher
Jack M. Fletcher University of Houston
Paul L. Morgan
Paul L. Morgan University at Albany, State University of New York
David C. Geary
David C. Geary University of Missouri
Stanley L. Deno
Stanley L. Deno University of Minnesota
Stephanie Al Otaiba
Stephanie Al Otaiba Southern Methodist University

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