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Video Self-modeling as a Reading Fluency Intervention for Dual Language Learners with Disabilities

California school psychologist, 2018-12, Vol.22 (4), p.468-478

2018

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Advocating for Multilingual Learners With Disabilities in Dual Language Immersion and English Immersion Programs

Inaba Alvarado, Jennifer

2024

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ProQuest

How Prepared Do Educators of Multilingual Learners with Disabilities Feel? Results from a Multi-State Survey

Otting, Jacqueline

2021

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ProQuest

Assessing preference for home language or English praise in English Language Learners with disabilities

Clay, Casey James

2015

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ProQuest

The Effects of the Modified GIST Strategy on the Reading Comprehension of English Language Learners with Disabilities

Horton, Elizabeth A

2014

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ProQuest

Teacher efficacy of special education teachers of English language learners with disabilities

Paneque, Oneyda Maria

2004

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ProQuest

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

California school psychologist, 2024-06, Vol.28 (2), p.173-185

2024

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Teachers' Perceptions of Self-Efficacy in Identifying Language Learning Issues vs. Learning Disability in English Language Learners: A Qualitative Research Study

Ossa, Jovanna

2022

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ProQuest

A Systematic Literature Review of Online Learning and Mathematics Achievement Among Students With Disabilities, English Language Learners, and Impoverished Students

Silva, Alexander D

2024

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ProQuest

Cognition and Literacy in English Language Learners at Risk for Reading Disabilities

Journal of educational psychology, 2012-05, Vol.104 (2), p.302-320

2012

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Distinguishing Difficulty from Disability: Next Steps in Improving the Identification of Reading Disabilities in English Learners

Mesite, Laura

2020

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ProQuest

Teachers’ Perceptions of Information and Communication Technology in the Teaching of Learners with Intellectual Disabilities

Dass, Brenton Jayswin

2019

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ProQuest

The Role of the Educational Psychologist in Supporting Grade 4 Natural Science Teachers to Implement the Curriculum Assessment Policy Statement (CAPS) in a School for Learners with Severe Learning Disabilities

Sidat, Hawa B

2018

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ProQuest

A Comparison of Staff Training Methods for Effective Implementation of Discrete Trial Teaching for Learners with Developmental Disabilities

Geiger, Kaneen Barbara

2012

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ProQuest

English language learners and reading disabilities: Reading ability profiles based on cognitive processing model and teacher perceptions

Bloom, Staci Lynne

2008

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Assessment and Interventions for English Language Learners with Learning Disabilities

Learning about Learning Disabilities, 2012

2012

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Examining Generalization Performance in a Conditional Discrimination Task for Learners with Moderate to Severe Intellectual and Developmental Disabilities

Chen, Mo

2016

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ProQuest

Differentiating Between Second Language Acquisition and Disability: Reducing the Number of Inappropriate Special Education Referrals among English Language Learners

Crow, Blanca E

2019

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ProQuest

The early identification of neuropsychological learning disabilities in grade 1 learners

Hefer, Elizabeth

2006

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Conducting a Targeted SLD Assessment Using the Core-selective Evaluation Process (C-SEP): Implications for Assessing English Learners

California school psychologist, 2024-06, Vol.28 (2), p.135-143

2024

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Development of morphological spelling strategies in second language learners with and without reading disability

Azimi-Bolourian, Mahshid

2008

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ProQuest

Learning to write in English: A comparative study of first and second language learners with and without reading disabilities

Ndlovu, Katherine Ellen Dorothy

2006

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ProQuest

The organisation skills of the learner with specific learning disability in the secondary school phase

du Toit, Lorraine Doreen

2006

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Phonological processing, automaticity, auditory processing, and memory in slow learners and children with reading disabilities

Birch, Kathryn Guy

2003

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ProQuest

Enhancing active participation of learners with severe disabilities in a community purchasing activity by training staff with a multicomponent training package that includes self-monitoring

Cooper, Karena Joan

1997

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ProQuest

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Video Self-modeling as a Reading Fluency Intervention for Dual Language Learners with Disabilities

Advocating for Multilingual Learners With Disabilities in Dual Language Immersion and English Immersion Programs

How Prepared Do Educators of Multilingual Learners with Disabilities Feel? Results from a Multi-State Survey

Assessing preference for home language or English praise in English Language Learners with disabilities

The Effects of the Modified GIST Strategy on the Reading Comprehension of English Language Learners with Disabilities

Teacher efficacy of special education teachers of English language learners with disabilities

Long-term English Learners: Untangling Language Acquisition and Learning Disabilities

Teachers' Perceptions of Self-Efficacy in Identifying Language Learning Issues vs. Learning Disability in English Language Learners: A Qualitative Research Study

A Systematic Literature Review of Online Learning and Mathematics Achievement Among Students With Disabilities, English Language Learners, and Impoverished Students

Cognition and Literacy in English Language Learners at Risk for Reading Disabilities

Distinguishing Difficulty from Disability: Next Steps in Improving the Identification of Reading Disabilities in English Learners

Teachers’ Perceptions of Information and Communication Technology in the Teaching of Learners with Intellectual Disabilities

The Role of the Educational Psychologist in Supporting Grade 4 Natural Science Teachers to Implement the Curriculum Assessment Policy Statement (CAPS) in a School for Learners with Severe Learning Disabilities

A Comparison of Staff Training Methods for Effective Implementation of Discrete Trial Teaching for Learners with Developmental Disabilities

English language learners and reading disabilities: Reading ability profiles based on cognitive processing model and teacher perceptions

Assessment and Interventions for English Language Learners with Learning Disabilities

Examining Generalization Performance in a Conditional Discrimination Task for Learners with Moderate to Severe Intellectual and Developmental Disabilities

Differentiating Between Second Language Acquisition and Disability: Reducing the Number of Inappropriate Special Education Referrals among English Language Learners

The early identification of neuropsychological learning disabilities in grade 1 learners

Conducting a Targeted SLD Assessment Using the Core-selective Evaluation Process (C-SEP): Implications for Assessing English Learners

Development of morphological spelling strategies in second language learners with and without reading disability

Learning to write in English: A comparative study of first and second language learners with and without reading disabilities

The organisation skills of the learner with specific learning disability in the secondary school phase

Phonological processing, automaticity, auditory processing, and memory in slow learners and children with reading disabilities

Enhancing active participation of learners with severe disabilities in a community purchasing activity by training staff with a multicomponent training package that includes self-monitoring

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