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Journal of Learning Disabilities|October 27, 2004
Stability of arithmetic disability subtypesC H Silver, H D Pennett, J L Black, et al.Journal of Learning Disabilities|October 27, 2004
Not all reading disabilities are alikeP G Aaron, M Joshi, K A WilliamsJournal of Learning Disabilities|October 30, 2004
Patterns of phonological and memory processing in beginning readers and spellers of GreekC D PorpodasJournal of Learning Disabilities|October 30, 2004
Automatization aspects of dyslexia: speed limitations in word identification, sensitivity to increasing task demands, and orthographic compensationA van der Leij, V H van DaalJournal of Learning Disabilities|October 30, 2004
Who benefits from training in linguistic awareness in the first grade, and what components show training effects?E Poskiparta, P Niemi, M VaurasJournal of Learning Disabilities|October 30, 2004
Early language development and kindergarten phonological awareness as predictors of reading problems: from 3 to 11 years of ageA Olofsson, J NiedersøeJournal of Learning Disabilities|October 30, 2004
The LD label for relatively well-functioning students: a critical analysisM Gordon, L Lewandowski, S KeiserJournal of Learning Disabilities|October 29, 2004
Issues in the definition and diagnosis of learning disabilities: a perspective on Guckenberger v. Boston UniversityL S SiegelJournal of Learning Disabilities|October 21, 2004
Beginning reading intervention as inoculation or insulin: first-grade reading performance of strong responders to kindergarten interventionMichael D Coyne, Edward J Kame'enui, Deborah C Simmons, et al.Journal of Learning Disabilities|October 21, 2004
Graphic organizers and their effects on the reading comprehension of students with LD: a synthesis of researchAe-Hwa Kim, Sharon Vaughn, Jeanne Wanzek, et al.Pageof 180