Alexander M. Wilson and Nonie K. Lesaux

Persistence of Phonological Processing Deficits in College Students with Dyslexia Who Have Age-Appropriate Reading Skills
J Learn Disabil 2001 34: 394-400. [Abstract] [PDF] [References]  

Leena Holopainen, Timo Ahonen, and Heikki Lyytinen

Predicting Delay in Reading Achievement in a Highly Transparent Language
J Learn Disabil 2001 34: 401-413. [Abstract] [PDF] [References]  

Patrizio E. Tressoldi, Giacomo Stella, and Marzia Faggella

The Development of Reading Speed in Italians with Dyslexia: A Longitudinal Study
J Learn Disabil 2001 34: 414-417. [Abstract] [PDF] [References]  

Marsha L. Keeler and H. Lee Swanson

Does Strategy Knowledge Influence Working Memory in Children with Mathematical Disabilities?
J Learn Disabil 2001 34: 418-434. [Abstract] [PDF] [References]  

Annemie Desoete, Herbert Roeyers, and Ann Buysse

Metacognition and Mathematical Problem Solving in Grade 3
J Learn Disabil 2001 34: 435-447. [Abstract] [PDF] [References]  

Stewart Pisecco, Kimberly Wristers, Paul Swank, Phil A. Silva, and David B. Baker

The Effect of Academic Self-Concept on ADHD and Antisocial Behaviors in Early Adolescence
J Learn Disabil 2001 34: 450-461. [Abstract] [PDF] [References]  

Raymond Zurcher and Diane Pedrotty Bryant

The Validity and Comparability of Entrance Examination Scores After Accommodations Are Made for Students with LD
J Learn Disabil 2001 34: 462-471. [Abstract] [PDF] [References]  

Nancy Mather, Candace Bos, and Nalan Babur

Perceptions and Knowledge of Preservice and Inservice Teachers About Early Literacy Instruction
J Learn Disabil 2001 34: 472-482. [Abstract] [PDF] [References]  

Wayne P. Hresko

Editorial Policy: Journal of Learning Disabilities
J Learn Disabil 2001 34: 487-488. [PDF]  

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