Acknowledgments.
- Published in:
- Psychology in the Schools, 2006, v. 43, n. 8, p. 827, doi. 10.1002/pits.20191
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Works matching IS 00333085 AND DT 2006 AND VI 43 AND IP 8
Results: 8
1
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Cognitive hypothesis testing and response to intervention for children with reading problems.
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- Psychology in the Schools, 2006, v. 43, n. 8, p. 835, doi. 10.1002/pits.20192
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- Article
3
Assessment of children with intellectual giftedness and reading disabilities.
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- Psychology in the Schools, 2006, v. 43, n. 8, p. 855, doi. 10.1002/pits.20193
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- Article
4
IDEA 2004: Anticipated implications for clinical practice—integrating assessment and intervention.
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- Psychology in the Schools, 2006, v. 43, n. 8, p. 871, doi. 10.1002/pits.20194
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5
Response to intervention and the identification of specific learning disabilities: Why we need comprehensive evaluations as part of the process.
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- Psychology in the Schools, 2006, v. 43, n. 8, p. 883, doi. 10.1002/pits.20195
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6
Critical issues for the diagnosis of learning disabilities in the adult population.
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- Psychology in the Schools, 2006, v. 43, n. 8, p. 889, doi. 10.1002/pits.20196
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7
And never the twain shall meet: Can response to intervention and cognitive assessment be reconciled?
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- Psychology in the Schools, 2006, v. 43, n. 8, p. 901, doi. 10.1002/pits.20197
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8
Introduction to the Special Issue, Part Two: It's about the what, the how well, and the why.
- Published in:
- Psychology in the Schools, 2006, v. 43, n. 8, p. 829, doi. 10.1002/pits.20199
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- Article