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Journal of Learning Disabilities|May 27, 2006
Solving arithmetic word problems: an analysis of classification as a function of difficulty in children with and without arithmetic LDAna I García, Juan E Jiménez, Stephany HessJournal of Learning Disabilities|May 19, 2010
Assessing component language deficits in the early detection of reading difficulty riskHeather K J van der Lely, Chloë R MarshallJournal of Learning Disabilities|July 10, 2010
Support systems for poor readers: empirical data from six EU member statesElena Ise, Leo Blomert, Daisy Bertrand, et al.Journal of Learning Disabilities|June 29, 2010
An exploratory study of the development of early syllable structure in reading-impaired childrenSusan Lambrecht Smith, Jenny A Roberts, John L Locke, et al.Journal of Learning Disabilities|June 25, 2010
An examination of multiple predictors of orthographic functioningGlenn R Mesman, Michelle Y KibbyJournal of Learning Disabilities|July 1, 2010
Note-taking skills of middle school students with and without learning disabilitiesJoseph R BoyleJournal of Learning Disabilities|April 6, 2006
English language learners with reading-related LD: linking data from multiple sources to make eligibility determinationsCheryl Y Wilkinson, Alba A Ortiz, Phyllis M Robertson, et al.Journal of Learning Disabilities|April 6, 2006
Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventionsFrank R Vellutino, Donna M Scanlon, Sheila Small, et al.Journal of Learning Disabilities|May 14, 2010
Kindergarten predictors of second versus eighth grade reading comprehension impairmentsSuzanne M Adlof, Hugh W Catts, Jaehoon LeeJournal of Learning Disabilities|May 1, 1991
The search for a unified social studies curriculum: does history really repeat itself?D Kinder, W BursuckPageof 181