| Current Evidence on the Effects of Intensive Early Reading Interventions |
19 |
| A Systematic Review of Longitudinal Studies of Mathematics Difficulty |
14 |
| Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct |
11 |
| A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills |
11 |
| Screening for Dyslexia in French-Speaking University Students: An Evaluation of the Detection Accuracy of the Alouette Test |
10 |
| MAWRID: A Model of Arabic Word Reading in Development |
10 |
| Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training |
9 |
| A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers |
9 |
| Does Use of Text-to-Speech and Related Read-Aloud Tools Improve Reading Comprehension for Students With Reading Disabilities? A Meta-Analysis |
8 |
| Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis |
7 |
| Growth of Word and Pseudoword Reading Efficiency in Alphabetic Orthographies: Impact of Consistency |
6 |
| Early Writing Intervention: A Best Evidence Synthesis |
6 |
| Temporal Processing Development in Chinese Primary School-Aged Children With Dyslexia |
5 |
| Learning to Read a Semitic Abjad: The Triplex Model of Hebrew Reading Development |
5 |
| Toward a Graded Psycholexical Space Mapping Model: Sublexical and Lexical Representations in Chinese Character Reading Development |
5 |
| Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children |
5 |
| An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality |
5 |
| Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum? |
5 |
| Behavioral Executive Functions Among Adolescents With Mathematics Difficulties |
5 |
| Suicide Attempts Among Individuals With Specific Learning Disorders: An Underrecognized Issue |
4 |
| Associations Between Childhood Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment |
4 |
| Replication of an Experimental Study Investigating the Efficacy of a Multisyllabic Word Reading Intervention With and Without Motivational Beliefs Training for Struggling Readers |
4 |
| Combined Modality Intervention for ADHD With Comorbid Reading Disorders: A Proof of Concept Study |
4 |
| A Cross-National Comparison of Attributional Patterns Toward Students With and Without Learning Disabilities |
3 |
| Embedding Self-Regulation Instruction Within Fractions Intervention for Third Graders With Mathematics Difficulties |
3 |
| Class Percentage of Students With Reading Difficulties on Content Knowledge and Comprehension |
3 |
| Reading Fluency and Students With Reading Disabilities: How Fast Is Fast Enough to Promote Reading Comprehension? |
3 |
| Does Applied STEM Course Taking Link to STEM Outcomes for High School Students With Learning Disabilities? |
3 |
| Conservation Abilities, Visuospatial Skills, and Numerosity Processing Speed: Association With Math Achievement and Math Difficulties in Elementary School Children |
3 |
| Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens |
3 |
| Are Reading Interventions for English Language Learners Effective? A Meta-Analysis |
2 |
| Learning Disabilities and Low Social Status: The Role of Peer Academic Reputation and Peer Reputation of Teacher Liking |
2 |
| Reading and Phonological Awareness in Africa |
2 |
| SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators |
2 |
| Career and Technical Education, Inclusion, and Postsecondary Outcomes for Students With Learning Disabilities |
2 |
| Genetic and Environmental Influences on Achievement Outcomes Based on Family History of Learning Disabilities Status |
2 |
| Examining the Impact of Group Size on the Treatment Intensity of a Tier 2 Mathematics Intervention Within a Systematic Framework of Replication |
2 |
| Quality of Explanation as an Indicator of Fraction Magnitude Understanding |
2 |
| Bidirectional Cross-Linguistic Association of Phonological Skills and Reading Comprehension: Evidence From Hong Kong Chinese-English Bilingual Readers |
2 |
| The Role of Learning Difficulties in Adolescents' Academic Emotions and Academic Achievement |
2 |
| Does Stereotype Threat Deteriorate Academic Performance of High School Students With Learning Disabilities? The Buffering Role of Psychological Disengagement |
2 |
| Efficacy of a Word- and Text-Based Intervention for Students With Significant Reading Difficulties |
2 |
| Predicting Individual Differences in Reading and Spelling Skill With Artificial Script-Based Letter-Speech Sound Training |
2 |
| Cognitive Clusters in Specific Learning Disorder |
2 |
| Advancing Stage 2 Research on Measures for Monitoring Kindergarten Reading Progress |
2 |
| Identifying Fraction Measures as Screeners of Mathematics Risk Status |
2 |
| Attitudes of Primary School Teachers in Three Western Countries Toward Learning Disabilities |
1 |
| Late-Emerging Developmental Language Disorders in English-Speaking Monolinguals and English-Language Learners: A Longitudinal Perspective |
1 |
| Learning Lexical Information Depends Upon Task, Learning Approach, and Reader Subtype |
1 |
| What Reading Disability? Evidence for Multiple Latent Profiles of Struggling Readers in a Large Russian Sibpair Sample With at Least One Sibling at Risk for Reading Difficulties |
1 |
