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Journal of Learning Disabilities|May 18, 2018
Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading DifficultiesGeorgios D Sideridis, Panagiotis Simos, Angeliki Mouzaki, et al.Journal of Learning Disabilities|November 9, 2023
How Does Visual Temporal Processing Affect Chinese Character Reading in Children With Dyslexia? From the Perspective of InhibitionRong-An Jhuo, Hsien-Ming Yang, Huang-Ju Tsai, et al.Journal of Learning Disabilities|August 3, 2023
The Reading Challenges, Strategies, and Habits of University Students With a History of Reading Difficulties and Their Relations to Academic AchievementAbigail Howard-Gosse, Bradley W Bergey, S Hélène DeaconJournal of Learning Disabilities|July 7, 2023
Do Special and General Education Teachers' Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices?Steve Graham, Stephen Ciullo, Alyson CollinsJournal of Learning Disabilities|June 27, 2023
Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control TrialKristen L McMaster, Panayiota Kendeou, Jasmine Kim, et al.Journal of Learning Disabilities|December 24, 2019
Teaching Grapheme-Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled TrialSusanna Siu-Sze Yeung, Robert SavageJournal of Learning Disabilities|December 7, 2019
The Critical Role of Word Reading as a Predictor of Response to InterventionSharon Vaughn, Philip Capin, Nancy Scammacca, et al.Journal of Learning Disabilities|December 14, 2019
Accuracy and Consistency of Letter Formation in Children With Developmental Coordination DisorderMellissa Prunty, Anna L BarnettJournal of Learning Disabilities|February 8, 2020
Skill Profiles of College Students With a History of Developmental Language Disorder and Developmental DyslexiaStephanie N Del Tufo, F Sayako EarleJournal of Learning Disabilities|November 7, 2013
Morphological awareness intervention with kindergartners and first and second grade students from low SES homes: a small efficacy studyKenn Apel, Emily DiehmPageof 181