H-Index & Metrics Best Publications

H-Index & Metrics

Discipline name H-index Citations Publications World Ranking National Ranking
Psychology D-index 117 Citations 49,037 367 World Ranking 150 National Ranking 98

Research.com Recognitions

Awards & Achievements

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

Overview

What is he best known for?

The fields of study he is best known for:

  • Mathematics education
  • Education
  • Statistics

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 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)
  • Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education: (713 citations)

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

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.

He most often published in these fields:

  • Mathematics education (49.23%)
  • Learning disability (29.80%)
  • Developmental psychology (20.09%)

What were the highlights of his more recent work (between 2013-2021)?

  • Mathematics education (49.23%)
  • Cognition (12.58%)
  • Intervention (15.67%)

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

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.

Between 2013 and 2021, his most popular works were:

  • Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction. (90 citations)
  • What Is Intensive Instruction and Why Is It Important (78 citations)
  • Sources of Individual Differences in Children's Understanding of Fractions (67 citations)

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

  • Mathematics education
  • Education
  • Statistics

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.

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

Inclusive Schools Movement and the Radicalization of Special Education Reform

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

1570 Citations

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)

1340 Citations

Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems

Sharon Vaughn;Lynn S. Fuchs.
Learning Disabilities Research and Practice (2003)

1323 Citations

Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education:

Russell Gersten;Lynn S. Fuchs;Donald Compton;Michael Coyne.
Exceptional Children (2005)

1226 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

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