The role of environment in the development of reading skills: a longitudinal study of preschool and school-age measures.
- Published in:
- 2003
- By:
- Publication type:
- Journal Article
Works matching IS 00222194 AND DT 2003 AND VI 36 AND IP 1
Results: 13
1
2
Cognitive functioning as measured by the WISC-R: do children with learning disabilities have distinctive patterns of performance?
- Published in:
- 2003
- By:
- Publication type:
- Journal Article
3
Predicting response to early reading intervention from verbal IQ, reading-related language abilities, attention ratings, and verbal IQ-word reading discrepancy: failure to validate discrepancy method.
- Published in:
- 2003
- By:
- Publication type:
- Journal Article
4
Clinical Importance of Parent Ratings of Everyday Cognitive Abilities in Children with Learning and Attention Problems.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 87, doi. 10.1177/00222194030360011001
- By:
- Publication type:
- Article
5
The Play and Language Behavior of Mothers With and Without Dyslexia and Its Association to Their Toddlers' Language Development.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 74, doi. 10.1177/00222194030360010901
- By:
- Publication type:
- Article
6
Impaired Visual Attention in Children with Dyslexia.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 68, doi. 10.1177/00222194030360010801
- By:
- Publication type:
- Article
7
The Role of Environment in the Development of Reading Skills.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 59, doi. 10.1177/00222194030360010701
- By:
- Publication type:
- Article
8
Cognitive Functioning as Measured by the WISC-R.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 48, doi. 10.1177/00222194030360010601
- By:
- Publication type:
- Article
9
Do the Effects of Computer-Assisted Practice Differ for Children with Reading Disabilities With and Without IQ-Achievement Discrepancy?
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 34, doi. 10.1177/00222194030360010501
- By:
- Publication type:
- Article
10
Predicting Response to Early Reading Intervention From Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ-Word Reading Discrepancy.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 24, doi. 10.1177/00222194030360010401
- By:
- Publication type:
- Article
11
The Relationship Between IQ and Reading Disabilities in English-Speaking Canadian and Spanish Children.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 15, doi. 10.1177/00222194030360010301
- By:
- Publication type:
- Article
12
Gender Bias in IQ-Discrepancy and Post-Discrepancy Definitions of Reading Disability.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 4, doi. 10.1177/00222194030360010201
- By:
- Publication type:
- Article
13
IQ-Discrepancy Definitions and the Diagnosis of LD.
- Published in:
- Journal of Learning Disabilities, 2003, v. 36, n. 1, p. 2, doi. 10.1177/00222194030360010101
- By:
- Publication type:
- Article