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Journal of Learning Disabilities|March 19, 2020
The Relationship of Special Education Teacher Performance on Observation Instruments With Student OutcomesEvelyn S Johnson, Yuzhu Zheng, Angela R Crawford, et al.Journal of Learning Disabilities|September 28, 2020
Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired SubtypeSylviane Valdois, Caroline Reilhac, Emilie Ginestet, et al.Journal of Learning Disabilities|December 24, 2019
Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in SpanishNuria Gutiérrez, Juan E Jiménez, Sara C de León, et al.Journal of Learning Disabilities|March 25, 2020
A Common Family Factor Underlying Language Difficulties and Internalizing Problems: Findings From a Population-Based Sibling StudySiri Saugestad Helland, Espen Røysamb, Ragnhild Eek Brandlistuen, et al.Journal of Learning Disabilities|November 30, 2020
A Synthesis of the Sustainability of Remedial Reading Intervention Effects for Struggling Adolescent ReadersJohny Daniel, Philip Capin, Paul SteinleJournal of Learning Disabilities|November 26, 2020
College Readiness: Differences Between First-Year Undergraduates With and Without ADHDWill H Canu, Anne E Stevens, Loren Ranson, et al.Journal of Learning Disabilities|May 2, 2022
Longitudinal Trajectories of Reading and Mathematics Achievement for Students With Learning DisabilitiesRichard E Mattison, Adrienne D Woods, Paul L Morgan, et al.Journal of Learning Disabilities|May 3, 2022
Special and General Education Teachers' Beliefs About Writing and Writing InstructionSteve Graham, Alyson A Collins, Stephen CiulloJournal of Learning Disabilities|October 19, 2019
How Stable Is Early Academic Performance? Using Cluster Analysis to Classify Low Achievement and EFAdrienne D Woods, Sammy F Ahmed, Benjamin D Katz, et al.Journal of Learning Disabilities|January 10, 2016
Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training StudyPaul T Cirino, Jeremy Miciak, Elyssa Gerst, et al.Pageof 180