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Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers: A Meta-Analysis

Exceptional children, 2017-01, Vol.83 (2), p.199-218

2017

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The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination

Exceptional children, 2012, Vol.78 (2), p.135-153

2012

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Literacy Learning Cohorts: Content-Focused Approach to Improving Special Education Teachers’ Reading Instruction

Exceptional children, 2017-01, Vol.83 (2), p.143-164

2017

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A Meta-Analysis of Writing Interventions for Students With Learning Disabilities

Exceptional children, 2014-07, Vol.80 (4), p.454-473

2014

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Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

Exceptional children, 2018-01, Vol.84 (2), p.177-196

2018

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Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention

Exceptional children, 2008, Vol.74 (2), p.194-214

2008

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School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support

Exceptional children, 2023-01, Vol.89 (2), p.216-232

2023

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Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders

Exceptional children, 2024-04

2024

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Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?

Exceptional children, 2022-10, Vol.89 (1), p.23-41

2022

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Students With Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research

Exceptional children, 2020-07, Vol.86 (4), p.393-412

2020

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Specific Learning Disability and Response to Intervention: State-Level Guidance

Exceptional children, 2013-10, Vol.80 (1), p.101-120

2013

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Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?

Exceptional children, 2020-04, Vol.86 (3), p.293-309

2020

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Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms

Exceptional children, 2016-07, Vol.82 (4), p.409-427

2016

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Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities

Exceptional children, 2005-04, Vol.71 (3), p.231-247

2005

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Learning from Collaboration: The Role of Teacher Qualities

Exceptional children, 2006, Vol.72 (2), p.169-185

2006

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Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence

Exceptional children, 2009-04, Vol.75 (3), p.263-281

2009

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Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Exceptional children, 2015-04, Vol.81 (3), p.272-291

2015

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Promoting Causal Agency: The Self-Determined Learning Model of Instruction

Exceptional children, 2000-06, Vol.66 (4), p.439-453

2000

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Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Exceptional children, 2014-01, Vol.80 (2), p.205-219

2014

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Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities

Exceptional children, 2006-04, Vol.72 (3), p.333-346

2006

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Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks

Exceptional children, 2017-04, Vol.83 (3), p.255-268

2017

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Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Exceptional children, 2014-01, Vol.80 (2), p.187-204

2014

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Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities

Exceptional children, 2003-07, Vol.69 (4), p.391-409

2003

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Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments

Exceptional children, 2010-06, Vol.76 (4), p.417-437

2010

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Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?

Exceptional children, 2016-10, Vol.83 (1), p.8-25

2016

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Writing Characteristics of Students With Learning Disabilities and Typically Achieving Peers: A Meta-Analysis

The Impact of the Self-Determined Learning Model of Instruction on Student Self-Determination

Literacy Learning Cohorts: Content-Focused Approach to Improving Special Education Teachers’ Reading Instruction

A Meta-Analysis of Writing Interventions for Students With Learning Disabilities

Mathematical Interventions for Secondary Students With Learning Disabilities and Mathematics Difficulties: A Meta-Analysis

Peer-Assisted Learning Strategies: A “Tier 1” Approach to Promoting English Learners' Response to Intervention

School-to-Work Transition of Youth with Learning Difficulties: The Role of Motivation and Autonomy Support

Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders

Do Students With Specific Learning Disorders With Impairments in Reading Benefit From Linguistic Simplification of Test Items in Science?

Students With Learning Disabilities in the Social Studies: A Meta-Analysis of Intervention Research

Specific Learning Disability and Response to Intervention: State-Level Guidance

Can Difficulties in Language Acquisition and Specific Learning Disabilities Be Separated Among English Learners?

Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms

Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities

Learning from Collaboration: The Role of Teacher Qualities

Repeated Reading Interventions for Students with Learning Disabilities: Status of the Evidence

Observational Learning of Academic and Social Behaviors During Small-Group Direct Instruction

Promoting Causal Agency: The Self-Determined Learning Model of Instruction

Longitudinal Effects of ADHD in Children with Learning Disabilities or Emotional Disturbances

Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities

Critique of the National Evaluation of Response to Intervention: A Case for Simpler Frameworks

Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities

Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities

Anchoring Problem-Solving and Computation Instruction in Context-Rich Learning Environments

Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties?

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