about
What We Need to Know About Responsiveness To Intervention (and Shouldn't Be Afraid to Ask)Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities ConstructIdentifying English Language Learners with Learning Disabilities: Key Challenges and Possible ApproachesThe University Experiences of Students with Learning DisabilitiesCognitive Attributes, Attention, and Self-Efficacy of Adequate and Inadequate Responders in a Fourth Grade Reading InterventionHighlights of Programmatic, Interdisciplinary Research on Writing.Kindergarten Predictors of Math Learning DisabilityIntensive Interventions in Reading for Students with Reading Disabilities: Meaningful ImpactsSpecific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?The Efficacy of Repeated Reading and Wide Reading Practice for High School Students with Severe Reading Disabilities.Does Early Algebraic Reasoning Differ as a Function of Students' Difficulty with Calculations versus Word Problems?Effects of Fact Retrieval Tutoring on Third-Grade Students with Math Difficulties with and without Reading DifficultiesSolving Word Problems using Schemas: A Review of the Literature.Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities.Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty.Investigation of Poor Academic Achievement in Children with Duchenne Muscular Dystrophy.Using Nonword Repetition Tasks for the Identification of Language Impairment in Spanish-English Speaking Children: Does the Language of Assessment Matter?Intervention Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties.Amount of Time in Print Reading in General Education Kindergarten Classrooms: What Does It Look Like for Students At-risk for Reading Difficulties?Relation and interactions among reading fluency and competence for adult education learners.Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability.Novel Approaches to Examine Passage, Student, and Question Effects on Reading Comprehension.Cognitive Profiles Associated With Responsiveness to Fraction Intervention.Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment.Effects of the HELPS Reading Fluency Program when Implemented by Classroom Teachers with Low-Performing Second-Grade StudentsThe Old Man and the Sea: Navigating the Gulf between Special Educators and the Content Area ClassroomHow Do Profoundly Deaf Children Learn to Read?Note-Taking and Secondary Students with Learning Disabilities: Challenges and SolutionsIntensive Intervention in MathematicsGroup-Difference Effect Sizes: Gauging the Practical Importance of Findings from Group-Experimental ResearchIntroduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities ResearchDo Research Findings Apply to My Students? Examining Study Samples and SamplingNull Hypothesis Significance Testing and p ValuesResearch Designs and Special Education Research: Different Designs Address Different QuestionsUsing the 6S Pyramid to Identify Research-Based Instructional Practices for Students with Learning DisabilitiesIntensive Interventions for Students with Learning Disabilities in the RTI Era: Position Statement of the Division for Learning Disabilities Council for Exceptional ChildrenUpside-Down Response to Intervention: A Quasi-Experimental StudyPhonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics DifficultiesThe Effects of One versus Two Years of Intensive Reading Intervention Implemented with Late Elementary Struggling Readers
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P1433
description
journal
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revista científica
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rivista scientifica
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vědecký časopis
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wetenschappelijk tijdschrift van Wiley-Blackwell
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wissenschaftliche Fachzeitschrift
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مجلة
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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Learning Disabilities Research and Practice
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P31
P3181
P356
P1055
P1058
P1156
12100156129
P123
P1250
P1277
P1476
Learning Disabilities Research and Practice
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P236
P3181
P356
10.1111/(ISSN)1540-5826