Michael D. Coyne, Edward J. Kame'enui, Deborah C. Simmons, and Beth A. Harn

Beginning Reading Intervention as Inoculation or Insulin: First-Grade Reading Performance of Strong Responders to Kindergarten Intervention
J Learn Disabil 2004 37: 90-104. [Abstract] [PDF] [References]  

Ae-Hwa Kim, Sharon Vaughn, Jeanne Wanzek, and Shangjin Wei

Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research
J Learn Disabil 2004 37: 105-118. [Abstract] [PDF] [References]  

Joke Torbeyns, Lieven Verschaffel, and Pol Ghesquiere

Strategy Development in Childrenwith Mathematical Disabilities: Insights from the Choice/No-Choice Method and the Chronological-Age/ Ability-Level—Match Design
J Learn Disabil 2004 37: 119-131. [Abstract] [PDF] [References]  

Lindy Crawford, Robert Helwig, and Gerald Tindal

Writing Performance Assessments: How Important Is Extended Time?
J Learn Disabil 2004 37: 132-142. [Abstract] [PDF] [References]  

Orit E. Hetzroni and Betty Shrieber

Word Processing as an Assistive Technology Tool for Enhancing Academic Outcomes of Students with Writing Disabilities in the General Classroom
J Learn Disabil 2004 37: 143-154. [Abstract] [PDF] [References]  

Stefan Samuelsson, Ingvar Lundberg, and Birgitta Herkner

ADHD and Reading Disability in Male Adults: Is There a Connection?
J Learn Disabil 2004 37: 155-168. [Abstract] [PDF] [References]  

Richard L. Sparks, James Javorsky, and Lois Philips

College Students Classified with ADHD and the Foreign Language Requirement
J Learn Disabil 2004 37: 169-178. [Abstract] [PDF] [References]  

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