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Cited by

• 1992A developmental and clinical model for the prevention of conduct disorder: The FAST Track Program561 cited
• 2011Individual prediction of dyslexia by single versus multiple deficit models.294 cited
• 1976A New Approach to the Interpretation of Test Scatter on the WISC-R138 cited
• 2010Children with reading difficulties show differences in brain regions associated with orthographic processing during spoken language processing97 cited
• 1995In Search of the Core Features of Dyslexia: Observations Concerning Dyslexia in the Highly Orthographically Regular Finnish Language84 cited
• 2000Recent Advances in the Assessment of Intelligence and Cognition74 cited
• 2006Text-based synchronous e-learning and dyslexia: Not necessarily the perfect match!69 cited
• 1998Evidence for the use of assembled phonology in accessing the meaning of printed words.61 cited
• 2008Comprehension of humor in children with nonverbal learning disabilities, reading disabilities, and without learning disabilities59 cited
• 1994Wechsler Subtest Analysis: The Right Way, The Wrong Way, or No Way?52 cited
• 1976Use of the WISC-R with a learning disabled population: Some diagnostic implications51 cited
• 1980Characteristics Across Exceptional Categories: EMR, LD, and ED41 cited
• 1974Comparison of normal and minimally brain dysfunctioned children on the McCarthy scales of children's abilities