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Journal of Learning Disabilities|May 4, 2019
Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual ReadersQinli Deng, William Choi, Xiuli TongJournal of Learning Disabilities|March 1, 1991
Cognitive event-related potentials in attention deficit disorderR KlormanJournal of Learning Disabilities|March 1, 1991
Pragmatic language skills of students with language and/or learning disabilities: a quantitative synthesisJ C LapadatJournal of Learning Disabilities|April 22, 2021
Cognitive Retroactive Transfer of Language Skills From English as a Foreign Language to Hebrew as the First LanguageLiat Feder, Salim Abu-RabiaJournal of Learning Disabilities|January 1, 1990
Empirical testing of a cognitive model to account for neuropsychological functioning underlying arithmetic problem solvingE S Batchelor, J W Gray, R S DeanJournal of Learning Disabilities|January 1, 1990
Can learning disabilities be determined from working memory performance?H L Swanson, K F Cochran, C A EwersJournal of Learning Disabilities|August 22, 2012
Global, broad, or specific cognitive differences? Using a MIMIC model to examine differences in CHC abilities in children with learning disabilitiesChristopher R Niileksela, Matthew R ReynoldsJournal of Learning Disabilities|August 21, 2020
Magnitude Comparisons, Number Knowledge and Calculation in VeryPreterm Children and Children With Specific Learning Disability: A Cross-Population Study Using Eye-TrackingAnnalisa Guarini, Valentina Tobia, Paola Bonifacci, et al.Journal of Learning Disabilities|June 20, 2012
Morphological processing in Hebrew-speaking students with reading disabilitiesRachel Schiff, Dorit RavidJournal of Learning Disabilities|July 17, 1998
Discrepancy between definitions of learning disabilities and school practices: an empirical investigationD L MacMillan, F M Gresham, K M BocianPageof 180