Lynn Fuchs, PhD
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.