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Journal of Learning Disabilities
|
November 9, 2021
Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect
Zoi A Traga Philippakos, Chuang Wang, Charles MacArthur
Journal of Learning Disabilities
|
January 11, 2022
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, et al.
Journal of Learning Disabilities
|
July 30, 2019
Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype
Neena M Saha, Stephanie N Del Tufo, Laurie E Cutting
Journal of Learning Disabilities
|
January 27, 2021
The Effects of Computerized Versus Collaborative Professional Development on Teachers' and Students' Performance Related to the Concept Anchoring Routine
Jean B Schumaker, Lisa D Walsh, Joseph B Fisher, et al.
Journal of Learning Disabilities
|
January 15, 2021
How Specific Are Learning Disabilities?
Robin L Peterson, Lauren M McGrath, Erik G Willcutt, et al.
Journal of Learning Disabilities
|
October 1, 1989
IQ and learning disabilities: a perspective from research on social factors
T Bryan
Journal of Learning Disabilities
|
October 1, 1989
Let's not confuse test scores with the substance of the discrepancy model
E Meyen
Journal of Learning Disabilities
|
October 1, 1989
Phonological processes and other routes
H L Swanson
Journal of Learning Disabilities
|
October 1, 1989
IQ is irrelevant to the definition of learning disabilities: a position in search of logic and data
G R Lyon
Journal of Learning Disabilities
|
October 1, 1989
The locus of so-called IQ test results in reading disabilities
C K Leong
Page
of 325
Search research articles
Search
Showing results (111-120 of 3,247) with videos related to
Sort By:
Page
of 325
Journal of Learning Disabilities
|
November 9, 2021
Writing Motivation of College Students in Basic Writing and First-Year Composition Classes: Confirmatory Factor Analysis of Scales on Goals, Self-Efficacy, Beliefs, and Affect
Zoi A Traga Philippakos, Chuang Wang, Charles MacArthur
Journal of Learning Disabilities
|
January 11, 2022
Comorbidity in Reading Comprehension and Word-Problem Solving Difficulties: Exploring Shared Risk Factors and Their Impact on Language Minority Learners
Eunsoo Cho, Jeannette Mancilla-Martinez, Jin Kyoung Hwang, et al.
Journal of Learning Disabilities
|
July 30, 2019
Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype
Neena M Saha, Stephanie N Del Tufo, Laurie E Cutting
Journal of Learning Disabilities
|
January 27, 2021
The Effects of Computerized Versus Collaborative Professional Development on Teachers' and Students' Performance Related to the Concept Anchoring Routine
Jean B Schumaker, Lisa D Walsh, Joseph B Fisher, et al.
Journal of Learning Disabilities
|
January 15, 2021
How Specific Are Learning Disabilities?
Robin L Peterson, Lauren M McGrath, Erik G Willcutt, et al.
Journal of Learning Disabilities
|
October 1, 1989
IQ and learning disabilities: a perspective from research on social factors
T Bryan
Journal of Learning Disabilities
|
October 1, 1989
Let's not confuse test scores with the substance of the discrepancy model
E Meyen
Journal of Learning Disabilities
|
October 1, 1989
Phonological processes and other routes
H L Swanson
Journal of Learning Disabilities
|
October 1, 1989
IQ is irrelevant to the definition of learning disabilities: a position in search of logic and data
G R Lyon
Journal of Learning Disabilities
|
October 1, 1989
The locus of so-called IQ test results in reading disabilities
C K Leong
Page
of 325