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Journal of Learning Disabilities|May 26, 2016
When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private CollegesRobert Weis, Celeste P Erickson, Christina H TillJournal of Learning Disabilities|August 12, 2017
Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking ChildrenYoung-Suk Grace Kim, Jeung-Ryeul Cho, Soon-Gil ParkJournal of Learning Disabilities|April 1, 1989
Toward a procedure for minimizing and detecting false positive diagnoses of learning disabilityH S Adelman, B A Lauber, P Nelson, et al.Journal of Learning Disabilities|June 1, 1989
The effects of an interactive instructional strategy for enhancing reading comprehension and content area learning for students with learning disabilitiesC S Bos, P L Anders, D Filip, et al.Journal of Learning Disabilities|June 1, 1989
Spontaneous talkers among students with learning disabilities: implications of right cerebral dysfunctionL A Suzuki, D A LetonJournal of Learning Disabilities|September 12, 2017
Reading and Phonological Awareness in AfricaKatherine J Alcock, Damaris S Ngorosho, Matthew C H JukesJournal of Learning Disabilities|March 27, 2016
The Mental Number Line in Dyscalculia: Impaired Number Sense or Access From Symbolic Numbers?Anne Lafay, Marie-Catherine St-Pierre, Joël MacoirJournal of Learning Disabilities|March 1, 1989
A comparison of students with learning disabilities to low achieving and higher achieving students on three dimensions of social competenceW BursuckJournal of Learning Disabilities|March 1, 1989
Writing disorders and their relationship to reading-writing methods: a longitudinal studyJ E Jiménez, M A RumeauJournal of Learning Disabilities|March 19, 2016
Early Grade Writing Assessment: An Instrument ModelJuan E JiménezPageof 180