Sarah R. Powell, Lynn S. Fuchs, Douglas Fuchs, Paul T. Cirino, and Jack M. Fletcher

Do Word-Problem Features Differentially Affect Problem Difficulty as a Function of Students' Mathematics Difficulty With and Without Reading Difficulty?
J Learn Disabil 2009 42: 99-110. [Abstract] [PDF] [References] [Request Permission]  

Elena L. Grigorenko

Dynamic Assessment and Response to Intervention: Two Sides of One Coin
J Learn Disabil 2009 42: 111-132. [Abstract] [PDF] [References] [Request Permission]  

Beth M. Phillips, Christopher J. Lonigan, and Marcy A. Wyatt

Predictive Validity of the Get Ready to Read! Screener: Concurrent and Long-Term Relations With Reading-Related Skills
J Learn Disabil 2009 42: 133-147. [Abstract] [PDF] [References] [Request Permission]  

Jennifer F. Samson and Nonie K. Lesaux

Language-Minority Learners in Special Education: Rates and Predictors of Identification for Services
J Learn Disabil 2009 42: 148-162. [Abstract] [PDF] [References] [Request Permission]  

Hugh W. Catts, Yaacov Petscher, Christopher Schatschneider, Mindy Sittner Bridges, and Katherin Mendoza

Floor Effects Associated With Universal Screening and Their Impact on the Early Identification of Reading Disabilities
J Learn Disabil 2009 42: 163-176. [Abstract] [PDF] [References] [Request Permission]  

Georgios Sideridis, Maarten Vansteenkiste, Maria Shiakalli, Maria Georgiou, Ioanna Irakleous, Ioanna Tsigourla, and Eirini Fragioudaki

Goal Priming and the Emotional Experience of Students With and Without Attention Problems: An Application of the Emotional Stroop Task
J Learn Disabil 2009 42: 177-189. [Abstract] [PDF] [References] [Request Permission]  

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