Showing results (1251-1260 of 1,799) with videos related to
Sort By:
Pageof 180
Journal of Learning Disabilities|February 8, 2020
Effects of Discipline-Specific Strategy Instruction on Historical Writing Growth of Students With Writing DifficultiesDaniel R Wissinger, Susan De La PazJournal of Learning Disabilities|February 21, 2020
The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning DisabilitiesJeremy Miciak, Jack M FletcherJournal of Learning Disabilities|January 1, 2021
Emergent Bilinguals With Specific Reading Comprehension Deficits: A Comparative and Longitudinal AnalysisAna Taboada Barber, Susan Lutz Klauda, Weimeng Wang, et al.Journal of Learning Disabilities|January 1, 2021
English Spelling Performance in Writing Samples Among Spanish-Speaking ELLsAmanda L Lindner, Kausalai Wijekumar, R Malatesha JoshiJournal of Learning Disabilities|December 23, 2020
Precursors of Reading Performance and Double- and Triple-Deficit Risks in SpanishA M De la Calle, F Guzmán-Simón PhD, E García-Jiménez PhD, et al.Journal of Learning Disabilities|December 14, 2020
Different Cognitive Correlates of Early Learning of Spelling of Different Target Types in Korean Hangul Among First Language Children and Adult Foreign Language LearnersJeung-Ryeul Cho, Catherine McBrideJournal of Learning Disabilities|January 21, 2021
Educator Perspectives on Data-Based Decision Making in Germany and the United StatesStefan Blumenthal, Yvonne Blumenthal, Erica S Lembke, et al.Journal of Learning Disabilities|December 15, 2021
Phonological Processing, Visuospatial Skills, and Pattern Understanding in Chinese Developmental DyscalculiaSaifang Liu, Chen Cheng, Peiqian Wu, et al.Journal of Learning Disabilities|November 19, 2021
Effects of Varying Levels of Data Use to Intensify a Multisyllabic Word Reading Intervention for Upper Elementary Students With or at Risk for Reading DisabilitiesMarissa J Filderman, Jessica R TosteJournal of Learning Disabilities|October 6, 2021
Predicting and Evaluating Treatment Response: Evidence Toward Protracted Response Patterns for Severely Impacted Students With DyslexiaAnna E Middleton, Emily A Farris, Jeremiah J Ring, et al.Pageof 180