| 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 | 1555 | 2005 |
| 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 | 987 | 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 | 891 | 2006 |
| Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide.(NCEE 2009-4045 … R Gersten, D Compton, CM Connor, J Dimino, L Santoro, ... | 832 | 2008 |
| Smart RTI: A next-generation approach to multilevel prevention D Fuchs, LS Fuchs, DL Compton Exceptional children 78 (3), 263-279, 2012 | 758 | 2012 |
| The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis AM Elleman, EJ Lindo, P Morphy, DL Compton Journal of Research on Educational Effectiveness 2 (1), 1-44, 2009 | 661 | 2009 |
| Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. DL Compton, D Fuchs, LS Fuchs, JD Bryant Journal of educational psychology 98 (2), 394, 2006 | 547 | 2006 |
| Responding to nonresponders: An experimental field trial of identification and intervention methods KL McMaster, D Fuchs, LS Fuchs, DL Compton Exceptional children 71 (4), 445-463, 2005 | 533 | 2005 |
| Identifying reading disabilities by responsiveness-to-instruction: Specifying measures and criteria D Fuchs, LS Fuchs, DL Compton Learning Disability Quarterly 27 (4), 216-227, 2004 | 470 | 2004 |
| Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. EL Grigorenko, DL Compton, LS Fuchs, RK Wagner, EG Willcutt, ... American Psychologist 75 (1), 37, 2020 | 429 | 2020 |
| Rethinking response to intervention at middle and high school LS Fuchs, D Fuchs, DL Compton School Psychology Review 39 (1), 22-28, 2010 | 427 | 2010 |
| Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency LS Fuchs, D Fuchs, DL Compton Exceptional Children 71 (1), 7-21, 2004 | 365 | 2004 |
| Prevalence and nature of late-emerging poor readers. HW Catts, D Compton, JB Tomblin, MS Bridges Journal of educational psychology 104 (1), 166, 2012 | 362 | 2012 |
| Does early reading failure decrease children's reading motivation? PL Morgan, D Fuchs, DL Compton, DS Cordray, LS Fuchs Journal of learning disabilities 41 (5), 387-404, 2008 | 346 | 2008 |
| Do different types of school mathematics development depend on different constellations of numerical versus general cognitive abilities? LS Fuchs, DC Geary, DL Compton, D Fuchs, CL Hamlett, PM Seethaler, ... Developmental psychology 46 (6), 1731, 2010 | 325 | 2010 |
| Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the National Research … D Fuchs, DL Compton, LS Fuchs, J Bryant, GN Davis Reading and Writing 21, 413-436, 2008 | 301 | 2008 |
| Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. DL Compton, D Fuchs, LS Fuchs, B Bouton, JK Gilbert, LA Barquero, ... Journal of educational psychology 102 (2), 327, 2010 | 298 | 2010 |
| The cognitive and academic profiles of reading and mathematics learning disabilities DL Compton, LS Fuchs, D Fuchs, W Lambert, C Hamlett Journal of learning disabilities 45 (1), 79-95, 2012 | 290 | 2012 |
| Mathematics screening and progress monitoring at first grade: Implications for responsiveness to intervention LS Fuchs, D Fuchs, DL Compton, JD Bryant, CL Hamlett, PM Seethaler Exceptional children 73 (3), 311-330, 2007 | 270 | 2007 |
| Inclusion Versus Specialized Intervention for Very-Low-Performing Students: What Does Access Mean in an Era of Academic Challenge? LS Fuchs, D Fuchs, DL Compton, J Wehby, RF Schumacher, R Gersten, ... Exceptional Children 81 (2), 134-157, 2015 | 251 | 2015 |
