A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418775115
Writing Impairments in Spanish Children With Developmental Dyslexia
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419876255
Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418775111
A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418809080
Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418775118
Accuracy and Consistency of Letter Formation in Children With Developmental Coordination Disorder
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419892851
The Role of Learning Difficulties in Adolescents’ Academic Emotions and Academic Achievement
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419841567
Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418775113
Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418775114
Identifying Fraction Measures as Screeners of Mathematics Risk Status
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419879684
Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418815646
Cognitive-Linguistic Skills Underlying Word Reading and Spelling Difficulties in Chinese Adolescents With Dyslexia
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419882648
Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419851750
Difficulties of Drivers With Dyslexia When Reading Traffic Signs: Analysis of Reading, Eye Gazes, and Driving Performance
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418765766
Are Reading Interventions for English Language Learners Effective? A Meta-Analysis
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419825855
Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419847154
Academic Achievements of College Graduates With Learning Disabilities Vis-a-Vis Admission Criteria and Academic Support
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419884064
Effectiveness of a Partial Read-Aloud Test Accommodation to Assess Reading Comprehension in Students With a Reading Disability
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418789377
Can the Relationship Between Rapid Automatized Naming and Word Reading Be Explained by a Catastrophe? Empirical Evidence From Students With and Without Reading Difficulties
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418775112
Late-Emerging Developmental Language Disorders in English-Speaking Monolinguals and English-Language Learners: A Longitudinal Perspective
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419866645
Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419842914
Does Stereotype Threat Deteriorate Academic Performance of High School Students With Learning Disabilities? The Buffering Role of Psychological Disengagement
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419849107
Student Practice Opportunities in Core Mathematics Instruction: Exploring for a Goldilocks Effect for Kindergartners With Mathematics Difficulties
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418823708
Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419862266
Attitudes and Knowledge About Learning Disabilities: A Comparison Between Arabic- and Hebrew-Speaking University Students
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419836397
Teaching Grapheme–Phoneme Correspondences Using a Direct Mapping Approach for At-Risk Second Language Learners: A Randomized Controlled Trial
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419894563
A Developmental Examination of Narrative Writing in EL and EL1 School Children Who Are Typical Readers, Poor Decoders, or Poor Comprehenders
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419881625
The Critical Role of Word Reading as a Predictor of Response to Intervention
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419891412
New Teachers’ Perceptions on Being Prepared to Teach Students With Learning Disabilities: Insights From California
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419863790
Both Individual and Group-Based Neuropsychological Interventions of Dyslexia Improve Processing Speed in Young Adults: A Randomized Controlled Study
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419895261
Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419865485
The Effects of Script and Orthographic Complexity on the Handwriting and Spelling Performance of Children With Dyslexia
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419892845
Identifying Children With Clinical Language Disorder: An Application of Machine-Learning Classification
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419845070
Quality of Life in Children and Adolescents With Learning Problems: Development and Validation of the LD/QOL15 Scale
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418775119
Conditional Longitudinal Relations of Elementary Literacy Skills to High School Reading Comprehension
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419851757
Improving Teachers’ Comprehension of Curriculum-Based Measurement Progress-Monitoring Graphs
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419856013
How Stable Is Early Academic Performance? Using Cluster Analysis to Classify Low Achievement and EF
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419881632
Stability of Risk Status During Preschool
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219418789373
Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419893649
Auditory, Visual, and Cross-Modal Temporal Processing Skills Among Chinese Children With Developmental Dyslexia
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419863766
The Interaction of Reading, Spelling, and Handwriting Difficulties With Writing Development
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419894565
SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419859509
A Synthesis of Elementary Mathematics Interventions: Comparisons of Students With Mathematics Difficulty With and Without Comorbid Reading Difficulty
来源期刊：Journal of Learning DisabilitiesDOI：10.1177/0022219419881646
