Southville International School and Colleges Search for 'se,phr:"Journal of Learning Disabilities"'

First-Year College Students With ADHD and/or LD Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations

By DuPaul, George J..
2017 .
pages 238–251, May/June 2017

]]> Place hold on First-Year College Students With ADHD and/or LD Differences in Engagement, Positive Core Self-Evaluation, School Preparation, and College Expectations

Comorbidity of Arithmetic and Reading Disorder Basic Number Processing and Calculation in Children With Learning Impairments

By Raddatz, Julia.
2017 .
pages 298–308, May/June 2017

]]> Place hold on Comorbidity of Arithmetic and Reading Disorder Basic Number Processing and Calculation in Children With Learning Impairments

Empirical Implications of Matching Children With Specific Language Impairment to Children With Typical Development on Nonverbal IQ

By Earle, F. Sayako.
2017 .
pages 252–260, May/June 2017

]]> Place hold on Empirical Implications of Matching Children With Specific Language Impairment to Children With Typical Development on Nonverbal IQ

Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? A Longitudinal Study From Kindergarten Through Grade 1

By Gillert, Anna S..
2017 .
pages 227–237, May/June 2017

]]> Place hold on Does a Dynamic Test of Phonological Awareness Predict Early Reading Difficulties? A Longitudinal Study From Kindergarten Through Grade 1

Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students

By Malone, Amelia S..
2017 .
pages 337–352, May/June 2017

]]> Place hold on Error Patterns in Ordering Fractions Among At-Risk Fourth-Grade Students

The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth

By Stevens, Joseph J..
2017 .
pages 261–274, May/June 2017

]]> Place hold on The Interaction of Learning Disability Status and Student Demographic Characteristics on Mathematics Growth

Eye Movements and Articulations During a Letter Naming Speed Task Children With and Without Dyslexia

By Al Dahhan, Noor Z. .
2017 .
pages 275–285, May/June 2017

]]> Place hold on Eye Movements and Articulations During a Letter Naming Speed Task Children With and Without Dyslexia

The Role of Trait Anxiety and Preoccupation With Reading Disabilities of Children and Their Mothers in Predicting Children’s Reading Comprehension

By Blicher, Shira.
2017 .
pages 309–321, May/June 2017

]]> Place hold on The Role of Trait Anxiety and Preoccupation With Reading Disabilities of Children and Their Mothers in Predicting Children’s Reading Comprehension

A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties

By Jitendra, Asha K..
2017 .
pages 322–336, May/June 2017

]]> Place hold on A Randomized Trial of the Effects of Schema-Based Instruction on Proportional Problem-Solving for Students With Mathematics Problem-Solving Difficulties

A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities

By Williams, Kelly J..
2017 .
pages 286–297, May/June 2017

]]> Place hold on A Synthesis of Reading and Spelling Interventions and Their Effects on Spelling Outcomes for Students With Learning Disabilities

An Introduction to the Special Issue: Contributions of Executive Function to Academic Skills

By Cirino, Paul T..
2017 .
pages 355-58, July/August 2017

]]> Place hold on An Introduction to the Special Issue: Contributions of Executive Function to Academic Skills

Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

By Willoughby, Michael T..
2017 .
pages 359-72, July/August 2017

]]> Place hold on Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills

By Lonigan, Christopher J..
2017 .
pages 373-85, July/August 2017

]]> Place hold on Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills

Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

By Swanson, H. Lee.
2017 .
pages 386-407, July/August 2017

]]> Place hold on Does Growth in the Executive System of Working Memory Underlie Growth in Literacy for Bilingual Children With and Without Reading Disabilities?

Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

By Peterson, Robin L..
2017 .
pages 408-21, July/August 2017

]]> Place hold on Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

By Jacobson, Lisa A..
2017 .
pages 422-33, July/August 2017

]]> Place hold on Executive Functions Contribute Uniquely to Reading Competence in Minority Youth

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

By Berninger, Virginia.
2017 .
pages 434-449, July/August 2017

]]> Place hold on Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study

By Cirino, Paul T..
2017 .
pages 450-467, July/August 2017

]]> Place hold on Executive Function, Self-Regulated Learning, and Reading Comprehension: A Training Study

Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities

By Krawec, Jennifer.
2017 .
pages 468-480, July/August 2017

]]> Place hold on Modifying a Research-Based Problem-Solving Intervention to Improve the Problem-Solving Performance of Fifth and Sixth Graders With and Without Learning Disabilities