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Journal of Learning Disabilities|October 22, 2004
Co-teaching as science in the schoolhouse: more questions than answersMargaret P WeissJournal of Learning Disabilities|October 22, 2004
Bringing science into the classroom by basing craft on researchBryan G Cook, Lysandra CookJournal of Learning Disabilities|October 22, 2004
Science in the schoolhouse: the critical role of the school leaderDebora A BaysJournal of Learning Disabilities|June 9, 2005
Motor correlates of ADHD: contribution of reading disability and oppositional defiant disorderLibbe Kooistra, Susan Crawford, Deborah Dewey, et al.Journal of Learning Disabilities|August 27, 2005
Curriculum-based measurement in the content areas: vocabulary matching as an indicator of progress in social studies learningChristine A Espin, Jongho Shin, Todd W BuschJournal of Learning Disabilities|January 1, 1990
The effectiveness of graphic organizers for three classifications of secondary students in content area classesS V Horton, T C Lovitt, D BergerudJournal of Learning Disabilities|August 10, 2006
Letter knowledge, phonological processing, and print knowledge: skill development in nonreading preschool childrenVictoria J Molfese, Arlene A Modglin, Jennifer L Beswick, et al.Journal of Learning Disabilities|August 10, 2006
Below-average, average, and above-average readers engage different and similar brain regions while readingDennis L Molfese, Alexandra Fonaryova Key, Spencer Kelly, et al.Journal of Learning Disabilities|March 4, 2006
Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classroomsRuth A Wiebe BerryJournal of Learning Disabilities|March 4, 2006
Core deficits and variable differences in Dutch poor readers learning EnglishAryan Van der Leij, Eleni MorfidiPageof 180