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Journal of Learning Disabilities|May 30, 2019
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics DifficultiesAmber Y Wang, Lynn S Fuchs, Douglas Fuchs, et al.Journal of Learning Disabilities|July 19, 2018
Stability of Risk Status During PreschoolTrelani F Milburn, Christopher J Lonigan, Beth M PhillipsJournal of Learning Disabilities|October 11, 2021
Development of an Abbreviated Adult Reading History Questionnaire (ARHQ-Brief) Using a Machine Learning ApproachLuxi Feng, Roeland Hancock, Christa Watson, et al.Journal of Learning Disabilities|April 25, 2022
Mathematics Difficulties and Psychopathology in School-Age ChildrenHolly N Wakeman, Sally J Wadsworth, Richard K Olson, et al.Journal of Learning Disabilities|June 18, 2019
Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading ComprehensionYaacov Petscher, Emily J Solari, Hugh W CattsJournal of Learning Disabilities|February 15, 2022
Meta-Analyses of Reading Intervention Studies Including Students With Learning Disabilities: A Methodological ReviewSeth King, Lanqi Wang, Shawn M Datchuk, et al.Journal of Learning Disabilities|February 23, 2022
The Use of Phonological and Semantic Strategies in Written Word Learning Among Chinese Children With DyslexiaYixun Li, Yi Hui, Hong Li, et al.Journal of Learning Disabilities|May 30, 2018
Quality of Explanation as an Indicator of Fraction Magnitude UnderstandingLindsay Foreman-Murray, Lynn S FuchsJournal of Learning Disabilities|June 1, 1995
The influence of affect on the achievement and behavior of students with learning disabilitiesD Yasutake, T BryanJournal of Learning Disabilities|November 1, 1993
Brain basis for dyslexia: a summary of work in progressD L FlowersPageof 180