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Journal of Learning Disabilities|June 17, 2021
A Productive Scholar's Guide to Respectful, Responsible Inquiry During the COVID-19 Pandemic: Moving ForwardKathleen Lynne Lane, Sonia Q Cabell, Sally Valentino DrewJournal of Learning Disabilities|April 25, 2008
Identifying and predicting classes of response to explicit phonological spelling instruction during independent composingDagmar Amtmann, Robert D Abbott, Virginia W BerningerJournal of Learning Disabilities|April 25, 2008
Emotional and behavioral characteristics over a six-year period in youths with persistent and nonpersistent dyscalculiaJudith G Auerbach, Varda Gross-Tsur, Orly Manor, et al.Journal of Learning Disabilities|April 25, 2008
Mothers' causal attributions concerning the reading achievement of their children with and without familial risk for dyslexiaKatja Natale, Kaisa Aunola, Jari-Erik Nurmi, et al.Journal of Learning Disabilities|April 30, 2008
Outcome status of students with learning disabilities at ages 21 and 24Young Seo, Robert D Abbott, J David HawkinsJournal of Learning Disabilities|April 30, 2008
Mental arithmetic in children with mathematics learning disabilities: the adaptive use of approximate calculation in an addition verification taskLaurence Rousselle, Marie-Pascale NoëlJournal of Learning Disabilities|June 19, 2008
Employment self-disclosure rates and rationales of university graduates with learning disabilitiesJoseph W MadausJournal of Learning Disabilities|June 19, 2008
Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluencyAnne Puolakanaho, Timo Ahonen, Mikko Aro, et al.Journal of Learning Disabilities|October 14, 2009
Identifying preschool children at risk of later reading difficulties: evaluation of two emergent literacy screening toolsShauna B Wilson, Christopher J LoniganJournal of Learning Disabilities|October 1, 1989
IQ is irrelevant to the definition of learning disabilitiesL S SiegelPageof 181