Emilio Sanchez, José-Ricardo Garcia, and Antonio-José Gonzalez

Can Differences in the Ability to Recognize Words Cease to Have an Effect Under Certain Reading Conditions?
J Learn Disabil 2007 40: 290-305. [Abstract] [PDF] [References]  

Noel Gregg, Chris Coleman, Mark Davis, and Jill C. Chalk

Timed Essay Writing: Implications for High-Stakes Tests
J Learn Disabil 2007 40: 306-318. [Abstract] [PDF] [References]  

Carmen Lopez Escribano

Evaluation of the Double-Deficit Hypothesis Subtype Classification of Readers in Spanish
J Learn Disabil 2007 40: 319-330. [Abstract] [PDF] [References]  

Deborah C. Simmons, Edward J. Kame'enui, Beth Harn, Michael D. Coyne, Mike Stoolmiller, Lana Edwards Santoro, Sylvia B. Smith, Carrie Thomas Beck, and Noah K. Kaufman

Attributes of Effective and Efficient Kindergarten Reading Intervention: An Examination of Instructional Time and Design Specificity
J Learn Disabil 2007 40: 331-347. [Abstract] [PDF] [References]  

Betty Tuller, Kelly J. Jantzen, Dianne Olvera, Fred Steinberg, and J. A. Scott Kelso

The Influence of Instruction Modality on Brain Activation in Teenagers With Nonverbal Learning Disabilities: Two Case Histories
J Learn Disabil 2007 40: 348-359. [Abstract] [PDF] [References]  

Jolyn D. Whitaker Sena, Patricia A. Lowe, and Steven W. Lee

Significant Predictors of Test Anxiety Among Students With and Without Learning Disabilities
J Learn Disabil 2007 40: 360-376. [Abstract] [PDF] [References]  

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