References

• 1998Child Development and Emergent Literacy2,819 cited
• 1999The double-deficit hypothesis for the developmental dyslexias.1,924 cited
• 1994Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.1,282 cited
• 1996Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.960 cited
• 2003Responsiveness–to–Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct904 cited
• 1996Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis.820 cited
• 1989IQ Is Irrelevant to the Definition of Learning Disabilities636 cited
• 2001The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes566 cited
• 2003Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities530 cited
• 2002Beginning Literacy409 cited
• 2000Differentiating Between Difficult-to-Remediate and Readily Remediated Poor Readers398 cited
• 2003Late-emerging reading disabilities.375 cited
• 1998Treatment Validity: A Unifying Concept for Reconceptualizing the Identification of Learning Disabilities.