2014 - Distinguished Contributions to Research in Education Award, American Educational Research Association
2012 - Fellow of the American Educational Research Association
1998 - Palmer O. Johnson Memorial Award, American Educational Research Association
Lynn S. Fuchs mainly investigates Mathematics education, Learning disability, Reading, Special education 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 studies deal with areas such as Intervention, Response to intervention and Applied psychology as well as Learning disability.
Many of his research projects under Reading are closely connected to Criterion validity with Criterion validity, tying the diverse disciplines of science together. The various areas that Lynn S. Fuchs examines in his Special education study include Test validity and Peer assisted learning, Medical education. His work deals with themes such as Cognitive psychology, Dyslexia, Reading disability, Working memory and Fluency, which intersect with Developmental psychology.
His main research concerns Mathematics education, Learning disability, Developmental psychology, Special education and Reading. His research in the fields of Primary education, Teaching method and Academic achievement overlaps with other disciplines such as Curriculum-based measurement. His Learning disability study combines topics from a wide range of disciplines, such as Intervention, Response to intervention and Test.
His study looks at the relationship between Developmental psychology and topics such as Cognition, which overlap with Concept learning and Achievement test. His Special education research is classified as research in Pedagogy. The concepts of his Reading study are interwoven with issues in Peer tutor, Peer teaching and Fluency.
His scientific interests lie mostly in Mathematics education, Cognition, Intervention, At-risk students and Cognitive psychology. His Mathematics education research incorporates themes from Learning disability and Achievement test. His Cognition research includes elements of Developmental psychology, Concept learning and Standardized test.
The study incorporates disciplines such as Psychological intervention, Individualized instruction, Clinical psychology and Medical education in addition to Intervention. His study focuses on the intersection of At-risk students and fields such as Fraction with connections in the field of Statistics, Fluency, Magnitude and Decimal. His work in Cognitive psychology covers topics such as Reading comprehension which are related to areas like Comprehension and Word recognition.
His primary areas of study are Mathematics education, Cognition, Cognitive psychology, Response to intervention and Working memory. Lynn S. Fuchs incorporates Mathematics education and Curriculum-based measurement in his research. His Cognition research incorporates elements of Developmental psychology, Mathematical ability, Achievement test and Reading.
Lynn S. Fuchs has researched Developmental psychology in several fields, including Phonemic awareness and Fluency. His research integrates issues of Program evaluation, Learning disability and Medical education in his study of Response to intervention. His Medical education study incorporates themes from Special education and Individualized instruction, Teaching method.
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Introduction to Response to Intervention: What, Why, and How Valid Is It?.
Douglas Fuchs;Lynn S. Fuchs.
Reading Research Quarterly (2006)
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)
Inclusive Schools Movement and the Radicalization of Special Education Reform
Douglas Fuchs;Lynn S. Fuchs.
Exceptional Children (1994)
Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research
Russell Gersten;Lynn S. Fuchs;Joanna P. Williams;Scott Baker.
Review of Educational Research (2001)
Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems
Sharon Vaughn;Lynn S. Fuchs.
Learning Disabilities Research and Practice (2003)
Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education:
Russell Gersten;Lynn S. Fuchs;Donald Compton;Michael Coyne.
Exceptional Children (2005)
Effects of Systematic Formative Evaluation: A Meta-Analysis:
Lynn S. Fuchs;Douglas Fuchs.
Exceptional Children (1986)
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)
The Prevention, Identification, and Cognitive Determinants of Math Difficulty.
Lynn S. Fuchs;Donald L. Compton;Douglas Fuchs;Kimberly Paulsen.
Journal of Educational Psychology (2005)
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)
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