Predictors of multiple-document comprehension among third-grade children with reading difficulties and disabilities

2024-8-21

Youth with specific learning disorders: attitudes and clinical decision-making among mental health trainees

2024-8-16

Associations Between ADHD Symptoms and Rejection Sensitivity in College Students: Exploring a Path Model With Indicators of Mental Well-Being

2024-8-11

Predicting the word-problem performance of students with mathematics difficulty using word-problem vocabulary knowledge

2024-6-17

Teaching Place Value Concepts and Their Application Using the Concrete-Representational-Abstract Integrated Sequence

2024-4-25

From silos to synergy in STEM education: Promoting interdisciplinary STEM education to enhance the science achievement of students with learning disabilities

2024-4-24

Positive distance learning perception, personal resources, and loneliness among higher education students with ADHD and/or SLD

2024-4-18

Understanding dyslexia guidance for parents and teachers: A review of states’ handbooks

2024-4-16

Developing and Implementing a Tier 1 Reading Program Within an RTI Framework: A University–School Partnership

2024-3-26

Infusing Evidence-Based Instruction in Two Middle School Settings

2024-3-14

DLD Policy Brief: A Synopsis of Federal-Level Dyslexia Law

2024-3-11

Supplemental intervention for third-grade English learners with significant problem-solving challenges

2024-3-5

Using worked examples to promote explanations of fractions concepts: A formative pilot study

2024-2-7

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

2024-1-20

“He understands how I work and how I function”: Math teacher actions that promote autonomy among students with LDs and/or EBDs

2024-1-10

Use of Simulated Discussions of Postsecondary Accommodations to Inform Self-Advocacy Instruction

2024-1-9

A synthesis of prealgebraic reasoning interventions for students with mathematics difficulty in Grades 6 through 8

2024-1-9

The impact of initial level of performance on multidisciplinary team eligibility decisions when using response to intervention

2023-12-28

Learning Disabilities Research & Practice

2023-12-14

Initial Efficacy of a Fraction–Vocabulary Intervention for Students Experiencing Mathematics Difficulty in Grade 4

2023-11-1

Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)

2023-11-1

Considering Social Validity in Special Education Research

2023-10-23

The Impact of Gender, Accommodations, and Disability on the Academic Performance of Canadian University Students with LD and/or ADHD

2023-10-8

Language Proficiency and the Relation to Word‐Problem Performance in Emergent Bilingual Students with Mathematics Difficulties

2023-10-5

Universal and Specific Services for University Students with Specific Learning Disabilities: The Relation to Study Approach, Academic Achievement, and Satisfaction

2023-9-16

Building Conceptual Understanding of Multiplicative Reasoning Content in Third Graders Struggling to Learn Mathematics: A Feasibility Study

2023-8-21

CEC Division for Learning Disabilities 2022 Award Winners

2023-8-1

Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)

2023-8-1

English Learners’ Performance on a Measure of Dyslexia Risk

2023-7-24

The Effect of Addition and Subtraction Practice within a Word‐Problem Intervention on Addition and Subtraction Outcomes

2023-7-18

Reporting Quality of Single‐Case Research Published in Learning Disabilities Journals

2023-7-9

Special Education Teachers’ Self‐Efficacy in Implementing Social–Emotional Learning to Support Students with Learning Disabilities

2023-7-8

Postsecondary Students with LD/ADHD Facing a Sudden Shift to Online Learning during the COVID‐19 Pandemic—Emotional Costs and Implications

2023-5-25

Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)

2023-5-1

Corrigendum to Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers

2023-5-1

Corrigendum to Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

2023-5-1

A Meta‐Analysis of Interventions to Improve Reading Comprehension Outcomes for Adolescents with Reading Difficulties

2023-4-25

Monitoring Reading Component Skills during a Word‐Level Intervention for Adolescents with Limited Reading Proficiency

2023-4-24

Modeling of Nonlinear Growth to Improve the Accuracy of Identification Decision Rules

2023-4-24

Typing Performance and Technique of Higher Education Students with Specific Learning Disorders

2023-3-29

Math Is Not a Universal Language: Supporting Middle School Students with Learning Disabilities Using Explicit Vocabulary Instruction in Mathematics Classrooms

2023-3-29

Parent Involvement with Their Children's Schools: Perceptions of Saudi Parents of Elementary School Students with Learning Disabilities

2023-3-29

Issue Information (Aims and Scope, Subscription and copyright info, TOC and Editorial Board)

2023-2-1

Universal Design for Learning within an Integrated Multitiered System of Support

2023-1-30

The Feasibility of Using Virtual Professional Development to Support Teachers in Making Data‐Based Decisions to Improve Students’ Writing

2023-1-29

High‐Quality Formative Writing Assessment for Middle School Students in Tier 2 Literacy Interventions

2023-1-19