Lynn Fuchs

Professor and Nicholas Hobbs Chair in Special Education and Human Development

Ph.D., University of Minnesota, 1981

Research Area

Instructional practice and assessment of student progress for students with reading disabilities and with disabilities.

Short Biography

Lynn Fuchs is the Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where she also co-directs the Kennedy Center Reading Clinic. She has conducted programmatic research on assessment methods for enhancing instructional planning and on instructional methods for improving reading and math outcomes for students with learning disabilities.

Dr. Fuchs has published more than 200 empirical studies in peer-review journals. She sits on the editorial boards of 10 journals including the Journal of Educational Psychology, Scientific Studies of Reading, Elementary School Journal, Journal of Learning Disabilities, and Exceptional Children.

Dr. Fuchs has been identified by Thompson ISI as one of 250 "most highly cited" researchers in the social sciences, and has received a variety of awards to acknowledge her research accomplishments that have enhanced reading and math outcomes for children with and without disabilities. Her awards include the Council for Exceptional Children's Career Research Award; Vanderbilt University's Joe B. Wyatt Distinguished University Professor; Vanderbilt's Earl Sutherland Award for Research Accomplishments; the American Education Research Association's Distinguished Researcher Award from the Special Education Research SIG; the 2001 Article of the Year Award for best article in the 2000 volume year in School Psychology Review; the 2000 Council for Exceptional Children/Division of Learning Disabilities Samuel A. Kirk Award for the exemplary practice article from the 1998 volume of Learning Disabilities Research and Practice; the 2000 Alumni Distinguished Faculty Scholar Award, awarded by the Peabody Alumni Board of Vanderbilt University; the 1998 American Educational Research Association's Palmer O. Johnson Award for the outstanding article appearing in an AERA-sponsored journal for the 1997 volume year; the 1998: Mayor's Educator of the Year Award (Nashville, TN); the 1997 Learned Article Award from the Educational Press Association; and the 1996 School Psychology Quarterly/American Psychological Association Division 16 Fellows Award for Best Articles.

Learn More about Lynn Fuchs:

Courses Taught | Selected Publications
CV | Media Mentions

Selected Publications

Books

Fuchs, D., Vaughn, S.R., & Fuchs, L.S. (Eds.). (in press). Responsiveness to intervention. Newark, DE: International Reading Association.

Fletcher, J.M., Lyon, G.R., Fuchs, L.S., & Barnes, M.A. (2006). Learning disabilities: From identification to intervention. New York: Guilford.

Mirkin, P.K., Deno, S.L., Fuchs, L.S., Wesson, C., Tindal, G., Marston, D., & Kuehnle, K. (1984). Procedures to develop and monitor progress on IEP goals (2nd ed.). Minneapolis: University of Minnesota.

Chapters in Books, Booklets, Published Monographs, and Commissioned Papers

Fuchs, D., Fuchs, L.S., & Shamir, A. (in preparation). Research on peer-mediated reading instruction. In R. Allington & A. McGill-Franzen (Eds.), Handbook of reading disabilities. Mahwah, NJ: Erlbaum.

Fuchs, L.S., & Fuchs, D. (in press). Responsiveness-to-intervention within a multi-tier prevention system: The role of assessment. In D. Fuchs, S.R. Vaughn, & L.S. Fuchs (Eds.), Responsiveness to intervention. Newark, DE: International Reading Association.

Fuchs, D., Fuchs, L.S., & Vaughn, S. (in press). An introduction to RTI. In D. Fuchs, L.S. Fuchs, & S. Vaughn (Eds.), Responsiveness to instruction. Newark, DE: International Reading Association.

Fuchs, L.S., & Fuchs, D. (in press). Can diagnostic assessment enhance general educators’ instructional differentiation and student learning? In B. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale. Timonium, MD: York.

Fuchs, D., Stecker, P.M., & Fuchs, L.S. (in press). Why special education must be RTI’s final tier in a standards-driven No-Child Left-Behind world. In D. Fuchs, S.R. Vaughn, & L.S. Fuchs (Eds.), Responsiveness to intervention. Newark, DE: International Reading Association.

Fuchs, D., & Fuchs, L.S. (in press). Peer-mediated approaches to early literacy development. In T. Citro (Ed.), For parents of children with learning disabilities: Best instructional practices. Boston: Learning Disabilities Association of Massachusetts.

Bahr, M.W., Fuchs, D., & Fuchs, L.S. (in press). Mainstream assistance teams: A consultation-based approach to prereferral intervention. In S. Graham (Ed.), Consultation and collaboration. Brookline, MA: Brookline Press.

Fuchs, L.S., Fuchs, D., & Hamlett, C.L. (2005). Using technology to facilitate and enhance curriculum-based measurement. In. K. Higgins, R. Boone, & D. Edyburn (Eds.), The Handbook of special education technology research and practice. Knowledge by Design, Inc.: Whitefish Bay, WI.

Journal Topical Issues/Sections

Fuchs, L.S., Fuchs, D., Graham, S., Harris, K.R., Williams, J., & Oxaal, I. (Eds.). (in preparation). Accelerating student learning in the primary grades. The Journal of Special Education.

Vaughn, S.R., & Fuchs, L.S. (Eds.). (2003). Redefining learning disabilities as inadequate response to treatment. Learning Disabilities Research and Practice, 18 (3).

Journal Articles

Fuchs, L.S., Fuchs, D., Compton, D.L., Bryant, J.D., Hamlett, C.L., & Seethaler, P.M. (2007). "Mathematics screening and progress monitoring at first grade: Implications for responsiveness-to-intervention." Exceptional Children, 73, 311-330.

Fuchs, L.S., Fuchs, D., & Luther, K.H. (2007). "Extending responsiveness-to-intervention to mathematics at first and third grades." Learning Disabilities Research and Practice, 22, 13-24.

Fuchs, L.S., & Fuchs, D. (2007). "A model for implementing responsiveness-to-intervention." Teaching Exceptional Children, 39(5), 14-20.

Fuchs, L.S., & Fuchs, D. (2007). "Progress monitoring within a multi-tiered prevention system." Perspectives, 33(2), 43-47.

Fuchs, D., Fuchs, L.S., Compton, D.L., Bouton, B., Caffrey, E., & Hill, L. (2007). "Dynamic assessment as responsiveness to intervention." Teaching Exceptional Children, 39(5), 58-63.

Cirino, P.T., Ewing-Cobbs, L., Barnes, M., Fuchs, L.S., & Fletcher, J.M. (2007). "Cognitive arithmetic differences in learning disability groups and the role of behavioral inattention." Learning Disabilities Research and Practice, 22, 25-35.

Saenz, L., McMaster, K., Fuchs, D., & Fuchs, L.S. (2007). "Peer-Assisted Learning Strategies in reading for students with different learning needs." Journal of Cognitive Education and Psychology, 6(3), 395-410.

Fuchs, L.S., Fuchs, D., Compton, D.L., Powell, S.R., Seethaler, P.M., Capizzi, A.M., Schatschneider, C., & Fletcher, J.M. (2006). "The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems." Journal of Educational Psychology, 98, 29-43.

Fuchs, L.S., Fuchs, D., Finelli, R., Courey, S.J., Hamlett, C.L., Sones, E.M., & Hope, S.K. (2006). "Teaching third graders about real-life mathematical problem solving: A randomized controlled study." Elementary School Journal, 106, 293-312.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., Powell, S.R., Capizzi, A.M., & Seethaler, P.M. (2006). "The effects of computer-assisted instruction on number combination skill in at-risk first graders." Journal of Learning Disabilities, 39, 467-475.

Fuchs, L.S., & Fuchs, D. (2006). "A framework for building capacity for responsiveness-to-intervention." School Psychology Review, 35.

Seethaler, P.M., & Fuchs, L.S. (2006). "The cognitive correlates of computational estimation skill among third-grade students." Learning Disabilities Research and Practice, 21, 233-243.

Vaughn, S.R., & Fuchs, L.S. (2006). A response to “Competing views: A dialogue on response to intervention”: Why response to intervention is necessary but insufficient for identifying students with learning disabilities. Assessment for Effective Instruction, 32, 58-61.

Fuchs, L.S., & Fuchs, D. (2006). "Implementing responsiveness-to-intervention to identify learning disabilities." Perspectives, 32(1), 39-43.

Fuchs, L.S., Fuchs, D., Hamlett, C.L., Hope, S.K., Capizzi, A.M., Craddock, C.F., & Brothers, B.L. (2006). "Extending responsiveness-to-intervention to math problem solving at third grade." Teaching Exceptional Children, Mar/Apr, 59-63.

Fuchs, D., & Fuchs, L.S. (2006). "Introduction to response to intervention: What, why, and how valid is it." Reading Research Quarterly, 41, 92-99.

Kame’enui, E., Fuchs, L.S., Good, R., Francis, D., O’Connor, R., Simmons, D., Tindal, G., & Torgesen, J. (2006). "The adequacy of tools for assessing reading competence in the primary grades: A decision-making framework and review of prominently used tests." Educational Researcher, 35, 3-11.

Compton, D.L., Fuchs, D., Fuchs, L.S., & Bryant, J.D. (2006). "Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures." Journal of Educational Psychology, 98, 394-409.

McMaster, K.L., Fuchs, D., & Fuchs, L.S. (2006). "Research on Peer-Assisted Learning strategies: Peer mediation’s promise and limitations." Reading and Writing Quarterly, 22, 5-25.

Fuchs, L.S., Compton, D.L., Fuchs, D., Paulsen, K., Bryant, J.D., & Hamlett, C.L. (2005). "The prevention, identification, and cognitive determinants of math difficulty." Journal of Educational Psychology, 97, 493-513.

Fuchs, L.S. (2005). "Prevention research in mathematics: Improving outcomes, building identification models, and understanding disability." Journal of Learning Disabilities, 38, 350-352.

Fuchs, L.S. & Fuchs, D. (2005). "Enhancing mathematical problem solving for students with disabilities." Journal of Special Education, 39, 45-57.

Fuchs, L.S., Fuchs, D., & Capizzi, A. (2005). "Identifying appropriate test accommodations for students with learning disabilities." Focus on Exceptional Children, 37(6), 1-8.

Hosp, M.K., & Fuchs, L.S. (2005). "Using CBM as an indicator of decoding, word reading, and comprehension: Do the relations change with grade?" School Psychology Review, 34, 9-26.

Fuchs, L.S., & Vaughn, S.R. (2005). "Response to intervention as a framework for the identification of learning disabilities." Trainers of School Psychologists Forum, 25(1), 12-19.

Stecker, P.M., Fuchs, L.S., & Fuchs, D. (2005). "Using curriculum-based measurement to improve student achievement: Review of research." Psychology in the Schools, 42, 795-820.

Capizzi, A.M., & Fuchs, L.S. (2005). "Effect of curriculum-based measurement with and without diagnostic feedback on teacher planning." Remedial and Special Education, 26, 159-174.

McMaster, K.L., Fuchs, D., Fuchs, L.S., & Compton, D.L. (2005). "Responding to nonresponders: An experimental field trial of identification and intervention methods." Exceptional Children, 71, 445-463.

Fuchs, D., & Fuchs, L.S. (2005). "Peer-Assisted Learning Strategies: Promoting word recognition, fluency, and comprehension in young children." Journal of Special Education, 39, 34-44.

Fuchs, D., & Fuchs, L.S. (2005). "Responsiveness-to-intervention: A blueprint for practitioners, policymakers, and parents." Teaching Exceptional Children, September-October, 57-61.

Saenz, L., Fuchs, L.S., & Fuchs, D. (2005). "Effects of peer-assisted learning strategies on English language learners: A randomized controlled study." Exceptional Children, 71, 231-247.

Gersten, R., Fuchs, L.S., Compton, D.L., Coyne, M., Greenwood, C., & Innocenti, M.S. (2005). "Quality indicators for group experimental and quasi-experimental research in special education." Exceptional Children, 71, 149-164.

Seethaler, P.M., & Fuchs, L.S. (2005). A drop in the bucket: Randomized controlled trials testing reading and math intervention. Learning Disabilities Research and Practice, 20, 98-102.

Fuchs, L.S., Fuchs, D. & Compton, D.L. (2005). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children.

Fuchs, L.S., Fuchs, D., & Prentice, K. (2004). Responsiveness to mathematical problem-solving instruction among students with risk for mathematics disability with and without risk for reading disability. Journal of Learning Disabilities.

Fuchs, L.S., & Fuchs, D. (2004). Determining adequate yearly progress from kindergarten through grade 6 with curriculum-based measurement. Assessment for Effective Instruction.

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