Johannes E. H. Van Luit and Jack A. Naglieri

Effectiveness of the MASTER Program for Teaching Special Children Multiplication and Division
J Learn Disabil 1999 32: 98-107. [Abstract] [PDF] [References]  

Cheryl H. Silver, H. Deborah-Lynne Pennett, Jeffrey L. Black, George W. Fair, and Raymond R. Balise

Stability of Arithmetic Disability Subtypes
J Learn Disabil 1999 32: 108-119. [Abstract] [PDF] [References]  

P.G. Aaron, Malatesha Joshi, and Kathryn A. Williams

Not All Reading Disabilities Are Alike
J Learn Disabil 1999 32: 120-137. [Abstract] [PDF] [References]  

Nathlie A. Badian

Reading Disability Defined as a Discrepancy Betwveen Listening and Reading Comprehension: A Longitudinal Study of Stability, Gender Differences, and Prevalence
J Learn Disabil 1999 32: 138-148. [Abstract] [PDF] [References]  

Rapson Gomez and Margaret Condon

Central Auditory Processing Ability in Children with ADHD With and Without Learning Disabilities
J Learn Disabil 1999 32: 150-158. [Abstract] [PDF] [References]  

David Pineda, Alfredo Ardila, and Mónica Rosselli

Neuropsychological and Behavioral Assessment of ADHD in Seven- to Twelve-Year-Old Children: A Discriminant Analysis
J Learn Disabil 1999 32: 159-173. [Abstract] [PDF] [References]  

Rachel Dryer, Ivan L. Beale, and Anthony J. Lambert

The Balance Model of Dyslexia and Remedial Training: An Evaluative Study
J Learn Disabil 1999 32: 174-186. [Abstract] [PDF] [References]  

Wayne P. Hresko

Editorial Policy
J Learn Disabil 1999 32: 191-192. [PDF]  

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