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Fuchs, Douglas; Fuchs, Lynn S. – Remedial and Special Education, 2015
Despite recent advances in the development of instructional interventions, many students with significant learning problems do not benefit from them. This includes 25% to 50% of students with learning disabilities (LD). In this article, we identify five limitations of current instructional programs that may help to explain students' inadequate…
Descriptors: Delivery Systems, Learning Problems, Intervention, Instructional Effectiveness
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Kearns, Devin M.; Fuchs, Douglas – Exceptional Children, 2013
Stakeholders are debating the value of cognitively focused instruction for students who have not benefited from a skills-based approach. Much of the discussion, however, is occurring without recognition of research that has been conducted in the past 2 decades. In this article, we reviewed the research. Electronic databases and hard copies of…
Descriptors: Academic Achievement, Low Achievement, Teaching Methods, Cognitive Processes
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Kearns, Devin M.; Fuchs, Douglas; McMaster, Kristen L.; Saenz, Laura; Fuchs, Lynn S.; Yen, Loulee; Meyers, Coby; Stein, Marc; Compton, Donald; Berends, Mark; Smith, Thomas M. – Journal of Research on Educational Effectiveness, 2010
Factors were explored that predicted whether teachers sustained the use of a validated reading intervention. Seventy-three teachers from 37 schools in 3 states were asked in interviews whether they continued to use Kindergarten Peer Assisted Learning Strategies (KPALS) 1 year after their involvement in the program. A logistic regression model was…
Descriptors: Learning Strategies, Kindergarten, Teacher Attitudes, Peer Teaching
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Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M.; Fuchs, Douglas; Hamlett, Carol L. – Learning and Individual Differences, 2010
The primary purpose of this study was to assess the effects of strategic counting instruction, with and without deliberate practice with those counting strategies, on number combination (NC) skill among students with mathematics difficulties (MD). Students (n = 150) were stratified on MD status (i.e., MD alone versus MD with reading difficulty)…
Descriptors: Mathematics Skills, Tutoring, Numeracy, Numbers
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McMaster, Kristen L.; Han, Insoon; Coolong-Chaffin, Melissa; Fuchs, Douglas – Elementary School Journal, 2013
In this study, a school district adopted Kindergarten Peer-Assisted Learning Strategies (K-PALS), a scientifically based, class-wide peer-tutoring program for reading. Sixteen new K-PALS teachers were assigned randomly to receive ongoing support from a university expert or from experienced K-PALS teachers within the district. K-PALS teachers who…
Descriptors: Kindergarten, School Districts, Peer Teaching, Reading Achievement
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Fuchs, Lynn S.; Powell, Sarah R.; Seethaler, Pamela M.; Fuchs, Douglas; Hamlett, Carol L.; Cirino, Paul T.; Fletcher, Jack M. – Exceptional Children, 2010
This article introduces a framework for the remediation of number combination (NC) deficits. Research on the remediation of NC deficits is summarized, and research program studies are used to illustrate the 3 approaches to remediation. The Framework comprises a 2-stage system of remediation. The less intensive stage implementing 1 of 3…
Descriptors: Intervention, Student Reaction, Remedial Instruction, Numeracy
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McMaster, Kristen Nyman; Fuchs, Douglas – Learning Disabilities: Research & Practice, 2002
This article reviews 15 research studies published from 1990 to 2000 examining effects of cooperative learning strategies on the academic achievement of students with learning disabilities. Despite design problems, the review finds that cooperative learning strategies that incorporate individual accountability and group rewards are likely to…
Descriptors: Academic Achievement, Accountability, Cooperative Learning, Elementary Secondary Education
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Rafdal, Brooke H.; McMaster, Kristen L.; McConnell, Scott R.; Fuchs, Douglas; Fuchs, Lynn S. – Exceptional Children, 2011
This study determined the effectiveness of Kindergarten Peer-Assisted Learning Strategies (K-PALS) for students with disabilities. The researchers randomly assigned 89 kindergartners with individualized education programs (IEPs) from 47 classrooms to control (n = 9); K-PALS Level 1 (teachers received 1-day workshop; n = 19); or K-PALS Level 2…
Descriptors: Individualized Education Programs, Oral Reading, Beginning Reading, Learning Strategies
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McMaster, Kristen L.; Fuchs, Douglas; Fuchs, Lynn S. – Learning Disabilities: A Contemporary Journal, 2007
This article provides an overview of Peer-Assisted Learning Strategies (PALS) for reading. First, specific activities and research supporting PALS for Grades 2 through 6, High School, Kindergarten, and First Grade are described. Then, research addressing the characteristics of students who have not responded to PALS, as well as approaches to…
Descriptors: Learning Strategies, Peer Teaching, Program Effectiveness, Teaching Methods
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Mcmaster, Kristen L.; Fuchs, Douglas; Fuchs, Lynn S. – Reading & Writing Quarterly, 2006
This paper reviews research evaluating the effectiveness of Peer-Assisted Learning Strategies (PALS) for reading. Nearly fifteen years of research has demonstrated the effectiveness of this classwide peer tutoring program in improving the reading performance of high-, average-, and low-performing students, including students with disabilities,…
Descriptors: Teaching Methods, Learning Strategies, Peer Teaching, Instructional Effectiveness
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Fuchs, Lynn S.; Fuchs, Douglas; Powell, Sarah R.; Seethaler, Pamela M.; Cirino, Paul T.; Fletcher, Jack M. – Learning Disability Quarterly, 2008
The focus of this article is intervention for third-grade students with serious mathematics deficits at third grade. In third grade, such deficits are clearly established, and identification of mathematics disabilities typically begins. We provide background information on two aspects of mathematical cognition that present major challenges for…
Descriptors: Intervention, Learning Disabilities, Word Problems (Mathematics), Grade 3
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Fuchs, Lynn S.; Fuchs, Douglas; Karns, Kathy; Hamlett, Carol L.; Katzaroff, Michelle; Dutka, Suzanne – American Educational Research Journal, 1997
The effects of a task-focused goals (TFG) treatment in mathematics were studied with low-achieving students with or without learning disabilities. Results with 40 elementary classrooms showed that TFG students enjoyed the approach, but that increased effort was associated with greater learning only for those without learning disabilities. (SLD)
Descriptors: Educational Objectives, Intermediate Grades, Learning Disabilities, Low Achievement
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Fuchs, Lynn S.; Fuchs, Douglas – Learning Disabilities: Research & Practice, 2001
This article identifies and discusses principles of prevention and intervention in the area of mathematics. Three levels of prevention and intervention are addressed: primary prevention focusing on universal design, secondary prevention focusing on adaptations, and tertiary prevention focusing on intensive and explicit contextualization of…
Descriptors: Academic Accommodations (Disabilities), Educational Principles, Elementary Secondary Education, Learning Disabilities
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Stecker, Pamela M.; Fuchs, Lynn S.; Fuchs, Douglas – Psychology in the Schools, 2005
This review examines the efficacy of curriculum-based measurement (CBM) as an assessment methodology for enhancing student achievement. We describe experimental-contrast studies in reading and mathematics in which teachers used CBM to monitor student progress and to make instructional decisions. Overall, teachers' use of CBM produced significant…
Descriptors: Teaching Methods, Skill Analysis, Learning Strategies, Curriculum Based Assessment
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Fuchs, Lynn S.; Fuchs, Douglas; Hamlet, Carol L.; Powell, Sarah R.; Capizzi, Andrea M.; Seethaler, Pamela M. – Journal of Learning Disabilities, 2006
The purpose of this pilot study was to assess the potential for computer-assisted instruction (CAI) to enhance number combination skill among children with concurrent risk for math disability and reading disability. A secondary purpose was to examine the effects of CAI on spelling. At-risk students were assigned randomly to math or spelling CAI,…
Descriptors: High Risk Students, Grade 1, Teaching Methods, Computer Assisted Instruction
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