Faculty

Institution

Unit

Venue

Lynn Fuchs

Dunn Family Professor of Psychoeducational Assessment Emerita Research Professor Emeritus

Vanderbilt University

Affiliations

Peabody College

Department of Special Education

Lynn Fuchs is currently serving as a Special Education Dunn Family Professor of Psychoeducational Assessment Emerita Research Professor Emeritus at Vanderbilt University.

Honors

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Experiences

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Education

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Lynn Fuchs

Vanderbilt University

Dunn Family Professor of Psychoeducational Assessment Emerita Research Professor Emeritus

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education special education educational research educational psychology mathematics education reading research mathematics learning disabilities rehabilitation educational assessment higher education cognitive science child development early childhood education curriculum-based measurement language comprehension school psychology remedial education cognitive development language development classroom instruction teacher education peer-assisted learning strategies exceptional children implementation research student learning child literacy educational evaluation developmental psychology learning disability assessment higher education teaching dynamic assessment child psychology learning theory child language primary education early childhood literacy teacher development specific learning disorders student achievement special education technology performance assessment student success remedial action third-grade students language assessment early childhood development inclusive education classroom practices education research student assessment mathematics difficulties mathematics difficulty young children experimental child psychology school effectiveness instructional program evidence-based interventions meta-analysis numeracy individual differences teacher planning progress monitoring first grade mathematics disabilities working memory student teaching instructional adaptation prereferral intervention third graders evidence-based practice cooperative learning achievement goals classroom assessment higher education assessment public health interventions instructional planning disability

Video Presentations

Notable Scholarly Works

Notable Federal Grants

Collaborators

Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade. Journal of Learning Disabilities (2024)

Lynn S. FuchsDouglas FuchsEunsoo ChoMarcia A. BarnesTuire KoponenDaniel R. Espinas

learning disabilitiesspecial educationfirst gradeearly childhood educationeducationreading researchcomorbid word readingmathematics education

Computer Applications to Curriculum-Based Measurement. CRC Press eBooks (2024)

Lynn S. FuchsDouglas Fuchs

special educationcurriculum-based measurementcomputer applicationseducationcomputing educationeducational technologyeducational researcheducational assessmentbehavioral sciences

Interventions for Comorbid Learning Disabilities. Child Development Perspectives (2024)

Daniel R. EspinasLynn S. Fuchs

comorbid learning disabilitieslearning disabilitieschild developmentlearning sciencespsychologylearning outcomesspecific learning disorders

Transfer Between Reading Comprehension and Word-Problem Solving Among Children With Learning Difficulty in Both Domains.. Journal of Educational Psychology (2024)

Lynn S. FuchsPamela M. SeethalerSonya K. SterbaDouglas FuchsLaurie E. CuttingJeannette Mancilla-MartinezBrittanyLee N. MartinDaniel Espinas

child literacychild psychologyreading researchlanguagelearning sciencesearly childhood literacycognitive sciencelanguage comprehensionword-problem solvinglearning disabilitieschild developmenteducationeducational psychologylearning problemschild languagecognitive developmentlanguage developmenteducational researchspecific learning disorders

Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive Intervention. Journal of Learning Disabilities (2024)

Jessica M. NamkungLynn S. Fuchs

learning disabilitiesspecific learning disordersspecial educationeducational disadvantagelearning sciencesintensive interventionmore evidenceeducationeducational psychologyachievement stressorsvulnerability

Modeling Variability in Treatment Effects for Cluster Randomized Controlled Trials Using By-Variable Smooth Functions in a Generalized Additive Mixed Model. Behavior Research Methods (2023)

Sun-Joo ChoKristopher J. PreacherHaley E. YaremychMatthew NaveirasDouglas FuchsLynn S. Fuchs

behavior analysisoutcomes researchby-variable smooth functionsbehavioral researchclinical trialsbiostatisticsstatisticsbehavioral sciences

Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty. Journal of Learning Disabilities (2023)

Lynn S. FuchsPamela M. SeethalerDouglas FuchsDaniel Espinas

rehabilitationlearning disabilitiesspecial educationcomorbid readingreading research

An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important?. Learning Disabilities Research and Practice (2022)

Samuel Allen PattonDouglas FuchsEmma L. HendricksAnnie J. PennellMeagan E. WalshLynn S. FuchsWen Zhang TracyLoulee Yen Haga

learning disabilitieshigher education teachinginformational textseducationexperimental studycognitionlanguage comprehension

Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches.. Journal of Educational Psychology (2022)

Lynn S. FuchsDouglas FuchsSonya K. SterbaMarcia A. BarnesPamela M. SeethalerPaul Changas

word-problem solvingrehabilitationpsychologyeducational psychologyeducational researchworking memorybehavioral sciences

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. Journal of Learning Disabilities (2022)

Eunsoo ChoJeannette Mancilla-MartinezJin Kyoung HwangLynn S. FuchsPamela M. SeethalerDouglas Fuchs

language minority learnerslearning disabilitiesspecial educationeducationreading researchrisk factorslearning disability assessmenteducational researchlanguage comprehension

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Lynn Fuchs

Dunn Family Professor of Psychoeducational Assessment Emerita Research Professor Emeritus

Vanderbilt University

Affiliations

Peabody College

Department of Special Education

Lynn Fuchs is currently serving as a Special Education Dunn Family Professor of Psychoeducational Assessment Emerita Research Professor Emeritus at Vanderbilt University.

Honors

Create free account to unlock more features

Experiences

Create free account to unlock more features

Education

Create free account to unlock more features

Lynn Fuchs

Vanderbilt University

Dunn Family Professor of Psychoeducational Assessment Emerita Research Professor Emeritus

You can click a keyword to filter the displayed items

Video Presentations

Notable Scholarly Works

Notable Federal Grants

Collaborators

Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade. Journal of Learning Disabilities (2024)

Lynn S. FuchsDouglas FuchsEunsoo ChoMarcia A. BarnesTuire KoponenDaniel R. Espinas

learning disabilitiesspecial educationfirst gradeearly childhood educationeducationreading researchcomorbid word readingmathematics education

Computer Applications to Curriculum-Based Measurement. CRC Press eBooks (2024)

Lynn S. FuchsDouglas Fuchs

special educationcurriculum-based measurementcomputer applicationseducationcomputing educationeducational technologyeducational researcheducational assessmentbehavioral sciences

Interventions for Comorbid Learning Disabilities. Child Development Perspectives (2024)

Daniel R. EspinasLynn S. Fuchs

comorbid learning disabilitieslearning disabilitieschild developmentlearning sciencespsychologylearning outcomesspecific learning disorders

Transfer Between Reading Comprehension and Word-Problem Solving Among Children With Learning Difficulty in Both Domains.. Journal of Educational Psychology (2024)

Lynn S. FuchsPamela M. SeethalerSonya K. SterbaDouglas FuchsLaurie E. CuttingJeannette Mancilla-MartinezBrittanyLee N. MartinDaniel Espinas

Vulnerability to Achievement Stressors: More Evidence That Students With Learning Disabilities Require Intensive Intervention. Journal of Learning Disabilities (2024)

Jessica M. NamkungLynn S. Fuchs

Modeling Variability in Treatment Effects for Cluster Randomized Controlled Trials Using By-Variable Smooth Functions in a Generalized Additive Mixed Model. Behavior Research Methods (2023)

Sun-Joo ChoKristopher J. PreacherHaley E. YaremychMatthew NaveirasDouglas FuchsLynn S. Fuchs

behavior analysisoutcomes researchby-variable smooth functionsbehavioral researchclinical trialsbiostatisticsstatisticsbehavioral sciences

Severe Pandemic Learning Loss and the Promise of Remotely Delivered Intervention in Students With Comorbid Reading and Mathematics Learning Difficulty. Journal of Learning Disabilities (2023)

Lynn S. FuchsPamela M. SeethalerDouglas FuchsDaniel Espinas

rehabilitationlearning disabilitiesspecial educationcomorbid readingreading research

An Experimental Study to Strengthen Students’ Comprehension of Informational Texts: Is Teaching for Transfer Important?. Learning Disabilities Research and Practice (2022)

Samuel Allen PattonDouglas FuchsEmma L. HendricksAnnie J. PennellMeagan E. WalshLynn S. FuchsWen Zhang TracyLoulee Yen Haga

learning disabilitieshigher education teachinginformational textseducationexperimental studycognitionlanguage comprehension

Building Word-Problem Solving and Working Memory Capacity: A Randomized Controlled Trial Comparing Three Intervention Approaches.. Journal of Educational Psychology (2022)

Lynn S. FuchsDouglas FuchsSonya K. SterbaMarcia A. BarnesPamela M. SeethalerPaul Changas

word-problem solvingrehabilitationpsychologyeducational psychologyeducational researchworking memorybehavioral sciences

Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners. Journal of Learning Disabilities (2022)

Eunsoo ChoJeannette Mancilla-MartinezJin Kyoung HwangLynn S. FuchsPamela M. SeethalerDouglas Fuchs

language minority learnerslearning disabilitiesspecial educationeducationreading researchrisk factorslearning disability assessmenteducational researchlanguage comprehension

1
2
3
4
5
51
10 / page

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Douglas Fuchs

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atypical functioning

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University of Texas at Austin

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