A Systematic Review of Treatment Acceptability in Mathematics Instruction for Students with Learning Disabilities
Gena Nelson, Andrea Johnson, & Mali Sawyer
Learning Disabilities: A Contemporary Journal, 20(1), 1-26, 2022
A Synthesis of Computer-Assisted Mathematical Word Problem-Solving Instruction for Students with Learning Disabilities or Difficulties
Soo Jung Kim, & Yan Ping Xin
Learning Disabilities: A Contemporary Journal, 20(1), 27-45, 2022
Fluency Instruction for Adolescents: Evidence from Research and Practice
Deborah K. Reed
Learning Disabilities: A Contemporary Journal, 20(2), 101-110, 2022
Exploring Inclusive Middle-School Content Teacher's Training, Perception, and Classrrom Practice for Writing
Linda H. Mason, Stephen Ciullo, Alyson A. Collins, Stacie Brady, LaTisha Elcock, & Lindsay Sanborn Owen
Learning Disabilities: A Contemporary Journal, 20(2), 111-128, 2022
In Need of a Research Base: Evidence-Based Reading Interventions for Elementary Students with Oberlapping EBD and LD
Mack Burke, Richard Boon, Lisa Bowman-Perrott, Eun Yue Ko, & Heather Hatton
Learning Disabilities: A Contemporary Journal, 21(2), 87-110, 2023
Parent Understanding of Specific Learning Disabilities
Gabrielle Wilcox, Erica Makarenko, Frank MacMaster, & Rose Swansburg
Learning Disabilities: A Contemporary Journal, 22(1), 1-17, 2024
Criterion Validity of Early Numeracy Curriculum-Based Measurement: A Meta-Analysis
Soyoung Park, Gena Nelson, Jaehyun Shin, Ben Clarke, Madison A. Cook & Joanna Hermida
Learning Disabilities: A Contemporary Journal, 22(2), 87-122, 2024
Using Explicit Instruction and Video Modeling to Teach Rational Number Skills to Students with Learning Disabilities
Jared M. Morris, Elisabeth M. Hughes & David Lee
Learning Disabilities: A Contemporary Journal, 22(2), 123-144, 2024
