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Journal of Learning Disabilities|October 21, 2004
Mathematics education in the United States: past to presentJohn WoodwardJournal of Learning Disabilities|October 29, 2004
Phonological and morphological processing in adult students with learning/reading disabilitiesC K LeongJournal of Learning Disabilities|October 29, 2004
Visual and auditory temporal processing, cross-modal transfer, and readingS A Rose, J F Feldman, J J Jankowski, et al.Journal of Learning Disabilities|November 2, 2004
Students with learning disabilities in higher education: academic strategies profileTali Heiman, Karen PrecelJournal of Learning Disabilities|October 20, 2004
Information processing deficits in children with attention-deficit/hyperactivity disorder, inattentive type, and children with reading disabilityMichael David Weiler, Jane Holmes Bernstein, David Bellinger, et al.Journal of Learning Disabilities|October 20, 2004
Parent-, teacher-, and self-rated motivational styles in ADHD subtypesCaryn L Carlson, Jane E Booth, Misung Shin, et al.Journal of Learning Disabilities|October 20, 2004
Sound-symbol learning in children with dyslexiaMarjorie Gang, Linda S SiegelJournal of Learning Disabilities|October 20, 2004
The relationship between IQ and reading disabilities in English-speaking Canadian and Spanish childrenJuan E Jiménez, Linda S Siegel, Mercedes Rodrigo LópezJournal of Learning Disabilities|October 20, 2004
Predicting response to early reading intervention from verbal IQ, reading-related language abilities, attention ratings, and verbal IQ-word reading discrepancy: failure to validate discrepancy methodScott A Stage, Robert D Abbott, Joseph R Jenkins, et al.Journal of Learning Disabilities|October 20, 2004
Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?Juan E Jiménez, María del Rosario Ortiz, Mercedes Rodrigo, et al.Pageof 181