Journal of early childhood literacy
- Relations Between Teacher Questioning and Student Talk in One Elementary ELL Classroom
- Engaged Reading as a Collaborative Transformative Practice
- Advancing Our Literacy Practices With Sophisticated Theoretical and Methodological Tools
- Growing the Good Stuff: One Literacy Coachs Approach to Support Teachers With High-Stakes Testing
- Influence of Morphological Awareness on College Students Literacy Skills: A Path Analytic Approach
- High Reading Skills Mask Dyslexia in Gifted Children
- Building Knowledge Structures by Testing Helps Children With Mathematical Learning Difficulty
- Anxiety and Depression in Children With Nonverbal Learning Disabilities, Reading Disabilities, or Typical Development
- Structural Validity of the WISC-IV for Students With Learning Disabilities
- The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population
- The Effects of a Tier 3 Intervention on the Mathematics Performance of Second Grade Students With Severe Mathematics Difficulties
- Examining the Efficacy of a Tier 2 Kindergarten Mathematics Intervention
- Numerical Magnitude Representation in Children With Mathematical Difficulties With or Without Reading Difficulties
- Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study
- A Meta-Analysis of Working Memory Deficits in Children With Learning Difficulties: Is There a Difference Between Verbal Domain and Numerical Domain?
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