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Handbook on Learning Disabilities
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  • 2019Changing How Writing Is Taught510 cited
  • 2017Explicit Instruction: Historical and Contemporary Contexts266 cited
  • 2014A Meta-Analysis of Writing Interventions for Students With Learning Disabilities248 cited
  • 2017Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta‐Analysis196 cited
  • 2016Socio-emotional and cognitive resilience in children with reading disabilities145 cited
  • 2018Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing128 cited
  • 2018Effects of Data‐Based Individualization for Students with Intensive Learning Needs: A Meta‐Analysis120 cited
  • 2016Objects of Protection, Enduring Nodes of Difference107 cited
  • 2016Precision Education Initiative: Moving Toward Personalized Education92 cited
  • 2016Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing87 cited
  • 2016Perceived Close Relationships With Parents, Teachers, and Peers85 cited
  • 1986Social Competence and Behavioral Problems of Learning Disabled Boys Aged 12–-1683 cited
  • 2018A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development Among At-Risk Readers

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81 cited
  • 2014The role of rapid naming in reading development and dyslexia in Chinese81 cited
  • 2018Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties76 cited
  • 1986Phonological Processing Abilities and Reading67 cited