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Direct linkCompton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K. – Learning and Individual Differences, 2008
The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Descriptors: Listening Comprehension, Reading Fluency, Sight Vocabulary, Word Recognition
Peer reviewedGersten, Russell; Fuchs, Lynn S.; Williams, Joanna P.; Baker, Scott – Review of Educational Research, 2001
Reviews research on reading comprehension for students with learning disabilities focusing on studies on instruction to improve comprehension of narrative text and expository text. Discusses emerging issues in the field, including use of socially mediated strategies, teaching multiple strategies to students, and teaching specific strategies as…
Descriptors: Elementary Secondary Education, Instructional Effectiveness, Learning Disabilities, Learning Strategies
Peer reviewedJenkins, Joseph R.; Fuchs, Lynn S.; van den Broek, Paul; Espin, Christine; Deno, Stanley L. – Journal of Educational Psychology, 2003
Examines the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension…
Descriptors: Context Effect, Elementary Education, Individual Differences, Reading Comprehension
Peer reviewedSaenz, Laura M.; Fuchs, Lynn S.; Fuchs, Douglas – Exceptional Children, 2005
This study assessed the effects of Peer-Assisted Learning Strategies (PALS), a reciprocal classwide peer-tutoring strategy, on the reading performance of native Spanish-speaking students with learning disabilities (LD) and their low-, average-, and high-achieving classroom peers. Participants were 132 native Spanish-speaking English language…
Descriptors: Second Language Learning, Grade 3, Reading Comprehension, Reading Teachers
Peer reviewedFuchs, Lynn S.; Maxwell, Linn – Learning Disability Quarterly, 1988
The study assessed the effects of reading mode (oral versus silent), production format (oral versus written), and structural importance of text on the reading comprehension of 44 learning-disabled males in grades three to eight. Analysis of variance on idea units recalled at four levels of thematic importance indicated a three-way interaction.…
Descriptors: Elementary Secondary Education, Evaluation Methods, Learning Disabilities, Oral Interpretation
Peer reviewedFuchs, Lynn S.; Deno, Stanley L. – Exceptional Children, 1992
This study assessed the effects of curriculum on technical features (criterion validity and developmental growth rates) within curriculum-based measurement in reading with 91 elementary level handicapped and nonhandicapped students. Correlations between oral reading samples and reading comprehension as well as developmental growth rates were…
Descriptors: Basal Reading, Child Development, Curriculum, Difficulty Level
Peer reviewedSaenz, Laura M.; Fuchs, Lynn S. – Remedial and Special Education, 2002
A study involving 111 secondary students with learning disabilities investigated differential reading performance on narrative versus expository text. Students had more difficulty with expository text than with narrative text in terms of reading fluency and comprehension. However, effects for comprehension were mediated by the type of question…
Descriptors: Expository Writing, Learning Disabilities, Personal Narratives, Reader Text Relationship
Hosp, Michelle K.; Fuchs, Lynn S. – School Psychology Review, 2005
The primary purpose of this study was to assess whether the relation between curriculum-based measurement (CBM) and specific reading skills changes as a function of grade. In addition, this study sought to identify cutscores that correspond with benchmark performance on a variety of reading subskills at Grades 1 through 4. Participants were…
Descriptors: School Psychologists, Reading Skills, Curriculum Based Assessment, Decoding (Reading)
Peer reviewedJenkins, Joseph R.; Fuchs, Lynn S.; van den Broek, Paul; Espin, Christine; Deno, Stanley L. – Learning Disabilities: Research & Practice, 2003
Twenty-four students with reading difficulties (grade 4) and 85 skilled readers completed a reading comprehension test, read aloud a folktale, and read aloud a list of the folktale's words. Skilled readers read three times more correct words per minute in context and showed higher accuracy and rates on all measures. (Contains references.)…
Descriptors: Context Clues, Context Effect, Elementary Education, Grade 4
Peer reviewedMathes, Patricia G.; Fuchs, Lynn S. – Learning Disabilities Research and Practice, 1993
This study of 67 intermediate grade students with reading difficulties found that students in a peer-mediated sustained reading condition performed better than peer-mediated repeated reading students and control students receiving typical reading instruction, on fluency but not on comprehension. No effect for the level of text difficulty was…
Descriptors: Difficulty Level, Instructional Effectiveness, Intermediate Grades, Language Fluency
Peer reviewedFuchs, Lynn S.; And Others – Journal of Educational Research, 1989
This study compares the effect on instruction of two strategies used by special education teachers (N=22) to monitor reading skills development. One strategy used only the overall performance indicator from a written recall measure; the other used this indicator in conjunction with a more qualitative analysis of student protocols. (IAH)
Descriptors: Academic Achievement, Analysis of Variance, Elementary Education, Feedback
Peer reviewedFuchs, Lynn S.; And Others – Remedial and Special Education (RASE), 1988
The study assessed the criterion, construct, and concurrent validity of four informal reading comprehension measures (question answering tests, recall measures, oral passage reading tests, and cloze techniques) with 70 mildly and moderately retarded middle and junior high school boys. Results indicated that correct oral reading rate score…
Descriptors: Cloze Procedure, Informal Reading Inventories, Intermediate Grades, Junior High Schools
