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Journal of Learning Disabilities|April 29, 2021
Effects of Data-Based Decision-Making on Low-Performing Readers in General Education Classrooms: Cumulative Evidence From Six Intervention StudiesMartin T Peters, Natalie Förster, Karin Hebbecker, et al.
Journal of Learning Disabilities|April 30, 2021
The Importance of Baseline Word Reading Skills in Examining Student Response to a Multicomponent Reading InterventionJohny Daniel, Sharon Vaughn, Gregory Roberts, et al.
Journal of Learning Disabilities|August 21, 2021
Difficulties of Young Adults With Dyslexia in Reading and Writing NumbersCesare Cornoldi, Carlotta Rivella, Lorena Montesano, et al.
Journal of Learning Disabilities|May 20, 2025
High-Incidence Learning-Related Disabilities, Gender, and Educational and Employment Outcomes in Young AdulthoodJulia Stamp, Véronique Dupéré, Mathieu Pelletier-Dumas, et al.
Journal of Learning Disabilities|August 12, 2025
Technical Features of Sentence-Level Curriculum-Based Measures and Language Sample Analysis for Students With Writing DifficultiesEmily A Reno, Seohyeon Choi, Kristen L McMaster, et al.
Journal of Learning Disabilities|February 10, 2026
A Pilot Study Examining Elements to Improve Generalized Word Reading Skills for Students With Significant Word Reading DifficultiesNathan H Clemens, Alexis N Boucher, Sharon Vaughn, et al.
Journal of Learning Disabilities|February 26, 2026
Specific Learning Difficulties: Disparities in IdentificationJohny Daniel, Julian Elliott, Peter Tymms, et al.
Journal of Learning Disabilities|January 29, 2024
Dysgraphia Differs Between Children With Developmental Coordination Disorder and/or Reading DisorderCaroline Jolly, Marianne Jover, Jérémy Danna
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