| Introduction to response to intervention: What, why, and how valid is it? D Fuchs, LS Fuchs Reading research quarterly 41 (1), 93-99, 2006 | 2812 | 2006 |
| Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis LS Fuchs, D Fuchs, MK Hosp, JR Jenkins The role of fluency in reading competence, assessment, and instruction, 239-256, 2001 | 2627 | 2001 |
| Learning disabilities: From identification to intervention JM Fletcher, GR Lyon, LS Fuchs, MA Barnes Guilford Publications, 2018 | 2206 | 2018 |
| Inclusive schools movement and the radicalization of special education reform D Fuchs, LS Fuchs Exceptional children 60 (4), 294-309, 1994 | 1766 | 1994 |
| Teaching reading comprehension strategies to students with learning disabilities: A review of research R Gersten, LS Fuchs, JP Williams, S Baker Review of educational research 71 (2), 279-320, 2001 | 1624 | 2001 |
| Quality indicators for group experimental and quasi-experimental research in special education R Gersten, LS Fuchs, D Compton, M Coyne, C Greenwood, MS Innocenti Exceptional children 71 (2), 149-164, 2005 | 1494 | 2005 |
| Redefining learning disabilities as inadequate response to instruction: The promise and potential problems S Vaughn, LS Fuchs Learning disabilities research & practice 18 (3), 137-146, 2003 | 1476 | 2003 |
| Effects of systematic formative evaluation: A meta-analysis LS Fuchs, D Fuchs Exceptional children 53 (3), 199-208, 1986 | 1346 | 1986 |
| Peer-assisted learning strategies: Making classrooms more responsive to diversity D Fuchs, LS Fuchs, PG Mathes, DC Simmons American Educational Research Journal 34 (1), 174-206, 1997 | 1312 | 1997 |
| The prevention, identification, and cognitive determinants of math difficulty. LS Fuchs, DL Compton, D Fuchs, K Paulsen, JD Bryant, CL Hamlett Journal of educational psychology 97 (3), 493, 2005 | 970 | 2005 |
| The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. LS Fuchs, D Fuchs, DL Compton, SR Powell, PM Seethaler, AM Capizzi, ... Journal of educational psychology 98 (1), 29, 2006 | 866 | 2006 |
| Sources of individual differences in reading comprehension and reading fluency. JR Jenkins, LS Fuchs, P Van Den Broek, C Espin, SL Deno Journal of educational psychology 95 (4), 719, 2003 | 844 | 2003 |
| Using curriculum‐based measurement to improve student achievement: Review of research PM Stecker, LS Fuchs, D Fuchs Psychology in the Schools 42 (8), 795-819, 2005 | 838 | 2005 |
| Formative evaluation of academic progress: How much growth can we expect? LS Fuchs, D Fuchs, CL Hamlett, L Walz, G Germann School Psychology Review 22 (1), 27-48, 1993 | 829 | 1993 |
| The effects of frequent curriculum-based measurement and evaluation on pedagogy, student achievement, and student awareness of learning LS Fuchs, SL Deno, PK Mirkin American Educational Research Journal 21 (2), 449-460, 1984 | 788 | 1984 |
| The “blurring” of special education in a new continuum of general education placements and services D Fuchs, LS Fuchs, PM Stecker Exceptional children 76 (3), 301-323, 2010 | 764 | 2010 |
| Treatment validity: A unifying concept for reconceptualizing the identification of learning disabilities. LS Fuchs, D Fuchs Learning Disabilities Research & Practice, 1998 | 757 | 1998 |
| The validity of informal reading comprehension measures LS Fuchs, D Fuchs, L Maxwell Remedial and special education 9 (2), 20-28, 1988 | 735 | 1988 |
| Smart RTI: A next-generation approach to multilevel prevention D Fuchs, LS Fuchs, DL Compton Exceptional children 78 (3), 263-279, 2012 | 727 | 2012 |
| Using curriculum-based measurement to establish growth standards for students with learning disabilities SL Deno, LS Fuchs, D Marston, J Shin School psychology review 30 (4), 507-524, 2001 | 699 | 2001 |
