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Journal of Learning Disabilities|February 11, 2014
Syntactic Awareness and Arithmetic Word Problem Solving in Children With and Without Learning DisabilitiesChristian Peake, Juan E Jiménez, Cristina Rodríguez, et al.Journal of Learning Disabilities|March 11, 2014
Evaluating the Predictive Impact of an Emergent Literacy Model on Dyslexia in Italian Children: A Four-Year Prospective Cohort StudyLucia Bigozzi, Christian Tarchi, Sara Pezzica, et al.Journal of Learning Disabilities|March 22, 2008
Effects of small-group reading instruction and curriculum differences for students most at risk in kindergartenL: two-year results for secondary- and tertiary-level interventionsDebra Kamps, Mary Abbott, Charles Greenwood, et al.Journal of Learning Disabilities|March 22, 2008
Measuring the dimensions of alphabetic principle on the reading development of first graders: the role of automaticity and unitizationBeth A Ham, Mike Stoolmiller, David J ChardJournal of Learning Disabilities|February 20, 2014
A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain?Peng Peng, Douglas FuchsJournal of Learning Disabilities|August 1, 1989
Conformity to peer pressure by students with learning disabilities: a replicationT Bryan, R Pearl, P FallonJournal of Learning Disabilities|July 18, 2019
Auditory, Visual, and Cross-Modal Temporal Processing Skills Among Chinese Children With Developmental DyslexiaSisi Liu, Li-Chih Wang, Duo LiuJournal of Learning Disabilities|November 1, 1989
Written expression of students with and without learning disabilities: differences across the gradesC K Houck, B S BillingsleyJournal of Learning Disabilities|March 1, 2021
Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary GradesYusra Ahmed, Jeremy Miciak, W Pat Taylor, et al.Journal of Learning Disabilities|November 13, 2012
Comorbidity of LD and ADHD: implications of DSM-5 for assessment and treatmentGeorge J DuPaul, Matthew J Gormley, Seth D LaracyPageof 181