Douglas Fuchs
Associated IES Content
Grant
Improving Reading and Mathematics Outcomes for Students with Learning Disabilities: Next Generation Intensive Interventions
The purpose of this project was to develop and evaluate the efficacy of intensive interventions for students with and at high risk for reading and math disabilities. Over the last two decades, strides have been made in the development of reading and mathematics instruction to improve student achievement. Yet there is a wide and persistent achievement gap between students with disabilities and their peers without disabilities, and some students show limited or no progress despite receiving se...
Federal funding program:
Award number:
R324D130003
Grant
Responsiveness-To-Instruction to Strengthen the Academic Performance of Students with Reading and Math Disabilities
The goal of this study was to evaluate the efficacy of integrated reading and mathematics instruction for students with or at risk for disabilities in both areas. The academic needs of students who have concurrent reading and math disabilities are not frequently addressed by practitioners or researchers. When they are addressed, an additive approach is frequently implemented. In this approach, reading interventions and math interventions are provided separately as if students had only a read...
Federal funding program:
Award number:
R324A090052
FY2012
Reading, Writing, and Language Development FY2012
FY2013
Reading, Writing, and Language Development FY2013
National Board for Education Sciences
The National Board for Education Sciences consists of 15 voting members appointed by the President, by and with the advice and consent of the Senate.
Reading, Writing, and Language Development FY2022 - FY2023
Reading, Writing, and Language Development
Minutes of Meeting: December 4-5, 2023
NBES meeting minutes on December 4-5, 2023
Minutes of Meeting: September 11, 2023
NBES meeting minutes on September 11, 2023
Grant
Replicating First Grade Peer-Assisted Learning Strategies in Kindergartens to Strengthen Reading Performance in an Era of Challenging Standards
In this study, the researchers will assess the impact of the First-Grade Peer-Assisted Learning Strategies (FG-PALS), an evidence-based peer-mediated program, on kindergarten students' reading performance. The research team will determine if and how the program's impact is affected by two implementation approaches: conventional researcher-driven or top-down (TD) approaches and researcher–teacher collaboration or top-down/bottom-up (TD/BU) approaches. The researchers will explore initial re...
Federal funding program:
Award number:
R305A240137
Grant
Modifying an Evidence-Based Peer-Mediated Reading Program to Differentiate Instruction and Accelerate Learning Among Underrepresented Groups: Implementing PALS in the Rio Grande Valley
The purpose of this project is to modify Peer-Assisted Learning Strategies (PALS) Reading, an existing evidence-based literacy program, to make it more responsive to the learning needs of a greater number of children. The adaptations proposed are intended to accelerate the learning of students from underrepresented groups who have been negatively affected-and differentiallynegatively affected-by the pandemic. PALS Reading is a supplemental program that has been repeatedly shown to improve th...
Federal funding program:
Award number:
R305N220010
Grant
Embedding Working Memory Training within Math Problem Solving Intervention
The research team tested the efficacy of a fully developed intervention intended for elementary school students who need to support with their mathematics problem solving (MPS) skills. The field’s major approach to intervention for students with or at risk for mathematics difficulty (MD) is structured skills instruction, which is designed to compensate for student limitations in the cognitive resources associated with academic performance. Despite the efficacy of this approach, approxi...
Federal funding program:
Award number:
R305A150200
Grant
Center on Standards, Alignment, Instruction and Learning (C-SAIL)
The Research and Development Center on Standards, Alignment, Instruction, and Learning (C-SAIL) will examine the implementation of college- and career-ready standards in 5 states, assess how they are related to student outcomes in 50 states, and test an intervention that supports standards-aligned instruction in 5 states. C-SAIL's launch occurs at a time when states and districts across the country are engaged in a variety of initiatives aimed at implementing college- and career-ready standa...
Federal funding program:
Award number:
R305C150007
FY2011 IES Peer Reviewers
FY2011 IES Research Peer Review Panel
FY2010 IES Peer Reviewers
FY2010 IES Research Peer Review Panel
FY2008 IES Peer Reviewers
FY2008 IES Research Peer Review Panel
FY2007 IES Peer Reviewers
FY2007 IES Research Peer Review Panel
FY2006 IES Peer Reviewers
FY2006 IES Peer Reviewers
Grant
Scaling Up Peer Assisted Learning Strategies to Strengthen Reading Achievement
At the time of this study, conventional early childhood reading instruction targeted the skills of the students near the middle of the class performance level. However, students' actual reading performance varied greatly within classrooms. In randomized controlled field trials, Peer-Assisted Learning Strategies, or PALS, showed an increase in instructional differentiation and reading achievement. In this project, the researchers aimed to study how PALS could be scaled up and what variables w...
Federal funding program:
Award number:
R305G040104
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