Paul Changas

Improving at-risk learners’ understanding of fractions.

Lynn S. Fuchs, Robin F. Schumacher, Jessica M. Long et al. · Journal of Educational Psychology · 2013 · 273 citations

Education, Educational Psychology, Mathematics Education +17

Does working memory moderate the effects of fraction intervention? An aptitude–treatment interaction.

Lynn S. Fuchs, Robin F. Schumacher, Sonya K. Sterba et al. · Journal of Educational Psychology · 2013 · 176 citations

Education, Educational Psychology, Psychology +17

Effects of first-grade number knowledge tutoring with contrasting forms of practice.

Lynn S. Fuchs, David C. Geary, Donald L. Compton et al. · Journal of Educational Psychology · 2012 · 149 citations

Education, Educational Psychology, Mathematics Education +7

Closing the word-problem achievement gap in first grade: Schema-based word-problem intervention with embedded language comprehension instruction.

Lynn S. Fuchs, Pamela M. Seethaler, Sonya K. Sterba et al. · Journal of Educational Psychology · 2020 · 97 citations · Full text

Education, Educational Psychology, Instruction +17

Does calculation or word-problem instruction provide a stronger route to prealgebraic knowledge?

Lynn S. Fuchs, Sarah R. Powell, Paul T. Cirino et al. · Journal of Educational Psychology · 2014 · 96 citations

Education, Mathematics, Mathematics Education +15