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Journal of Learning Disabilities|March 22, 2008
Intensifying instruction: Does additional instructional time make a difference for the most at-risk first graders?Beth A Harn, Sylvia Linan-Thompson, Gregory RobertsJournal of Learning Disabilities|March 22, 2008
Response to varying amounts of time in reading intervention for students with low response to interventionJeanne Wanzek, Sharon VaughnJournal of Learning Disabilities|March 22, 2008
Indexing response to intervention: a longitudinal study of reading risk from kindergarten through third gradeDeborah C Simmons, Michael D Coyne, Oi-man Kwok, et al.Journal of Learning Disabilities|November 14, 1998
An item response theory analysis of the Conners Teacher's Rating ScaleT Gumpel, M Wilson, R ShalevJournal of Learning Disabilities|November 14, 1998
Preparing students with special needs for reintegration: curriculum-based measurement's impact on transenvironmental programmingP G Mathes, D Fuchs, P H Roberts, et al.Journal of Learning Disabilities|October 9, 1998
The performance of students with disabilities in a norm-referenced, statewide standardized testing programS S Gronna, A A Jenkins, S A Chin-ChanceJournal of Learning Disabilities|May 1, 1992
Reading disabilities and aggression: a critical reviewA Cornwall, H N BawdenJournal of Learning Disabilities|May 1, 1992
A reading level match study of nonword reading skills in poor readers with varying IQR H Felton, F B WoodJournal of Learning Disabilities|May 1, 1992
The effects of computer-based attribution retraining on the attributions, persistence, and mathematics computation of students with learning disabilitiesC M OkoloJournal of Learning Disabilities|December 11, 2007
Why are students with LD depressed? A goal orientation model of depression vulnerabilityGeorgios D SideridisPageof 181