Gary A. Troia and Steve Graham

The Effectiveness of a Highly Explicit, Teacher-Directed Strategy Instruction Routine: Changing the Writing Performance of Students with Learning Disabilities
J Learn Disabil 2002 35: 290-305. [Abstract] [PDF] [References]  

Vonnie M. DiCecco and Mary M. Gleason

Using Graphic Organizers to Attain Relational Knowledge From Expository Text
J Learn Disabil 2002 35: 306-320. [Abstract] [PDF] [References]  

Jan Alm and Alan S. Kaufman

The Swedish WAIS-R Factor Structure and Cognitive Profiles for Adults with Dyslexia
J Learn Disabil 2002 35: 321-333. [Abstract] [PDF] [References]  

Maria del Rosario Ortiz Gonzalez, Ana I. Garcia Espinel, and Remedios Guzman Rosquete

Remedial Interventions for Children with Reading Disabilities: Speech Perception—An Effective Component in Phonological Training?
J Learn Disabil 2002 35: 334-342. [Abstract] [PDF] [References]  

Erratum
J Learn Disabil 2002 35: 342. [PDF]  

Georgios D. Sideridis

Goal Importance and Students at Risk of Having Language Difficulties: An Underexplored Aspect of Student Motivation
J Learn Disabil 2002 35: 343-356. [Abstract] [PDF] [References]  

Michael Gordon, Lawrence Lewandowski, Kevin Murphy, and Kim Dempsey

ADA-Based Accommodations in Higher Education: A Survey of Clinicians About Documentation Requirements and Diagnostic Standards
J Learn Disabil 2002 35: 357-363. [Abstract] [PDF] [References]  

Joseph W. Madaus, Teresa E. Foley, Joan M. McGuire, and Lilia M. Ruban

Employment Self-Disclosure of Postsecondary Graduates with Learning Disabilities: Rates and Rationales
J Learn Disabil 2002 35: 364-369. [Abstract] [PDF] [References]  

C. Addison Stone and Alison L. May

The Accuracy of Academic Self-Evaluations in Adolescents with Learning Disabilities
J Learn Disabil 2002 35: 370-383. [Abstract] [PDF] [References]  

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