Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers

By Douglas Fuchs, Lynn S. Fuchs, Anneke Thompson, Stephanie Al Otaiba, Loulee Yen, Nancy J. Yang, Mary Braun, Rollanda E. O'Connor. 2001

116 citations recorded by the source corpus.

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The necessity of the alphabetic principle to phonemic awareness instruction (2003, methodology): “This process involved fitting at least the following models: (a) straight line growth with random intercepts and fixed slopes; (b) straight line growth with random intercepts and slopes; (c) curvilinear growth with random intercepts and fixed slopes and quadratic terms; (d) curvilinear growth with r”
Responding to Nonresponders: An Experimental Field Trial of Identification and Intervention Methods (2005, methodology): “In this study, we identified nonresponders to an evidence-based classwide intervention, Peer-Assisted Learning Strategies (PALS; e.g., D. Fuchs et al., 2001).”
Interactive Book Reading in Early Education: A Tool to Stimulate Print Knowledge as Well as Oral Language (2009, background): “It is of great significance, however, that intervention effects induced by researchers can be transferred or generalized to classroom conditions (e.g., Fuchs et al., 2001; Shernoff & Kratochwill, 2007).”