Lynda A. Price and Paul J. Gerber

At Second Glance: Employers and Employees with Learning Disabilities in the Americans with Disabilities Act Era
J Learn Disabil 2001 34: 202-210. [Abstract] [PDF] [References]  

Jim Ysseldyke, Martha Thurlow, John Bielinski, Allison House, Mark Moody, and John Haigh

The Relationship Between Instructional and Assessment Accommodations in an Inclusive State Accountability System
J Learn Disabil 2001 34: 212-220. [Abstract] [PDF] [References]  

Susan Simmerman and H. Lee Swanson

Treatment Outcomes for Students with Learning Disabilities: How Important Are Internal and External Validity?
J Learn Disabil 2001 34: 221-236. [Abstract] [PDF] [References]  

Kathleen M. Wilson and H. Lee Swanson

Are Mathematics Disabilities Due to a Domain-General or a Domain-Specific Working Memory Deficit?
J Learn Disabil 2001 34: 237-248. [Abstract] [PDF] [References]  

H. Lee Swanson and Carole Sachse-Lee

A Subgroup Analysis of Working Memory in Children with Reading Disabilities: Domain-General or Domain-Specific Deficiency?
J Learn Disabil 2001 34: 249-263. [Abstract] [PDF] [References]  

Jill Howard Allor, Douglas Fuchs, and Patricia G. Mathes

Do Students With and Without Lexical Retrieval Weaknesses Respond Differently to Instruction?
J Learn Disabil 2001 34: 264-275. [Abstract] [PDF] [References]  

Bram H. Goldstein and John E. Obrzut

Neuropsychological Treatment of Dyslexia in the Classroom Setting
J Learn Disabil 2001 34: 276-285. [Abstract] [PDF] [References]  

James T. Teisl, Michèle M. M. Mazzocco, and Gwen F. Myers

The Utility of Kindergarten Teacher Ratings for Predicting Low Academic Achievement in First Grade
J Learn Disabil 2001 34: 286-293. [Abstract] [PDF] [References]  

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