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Dynamic Assessment for Identifying Spanish-Speaking English Learners’ Risk for Mathematics Disabilities: Does Language of Administration Matter?
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In: J Learn Disabil (2020)
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Is “Response/No Response” Too Simple a Notion for RTI Frameworks? Exploring Multiple Response Types with Latent Profile Analysis
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In: J Learn Disabil (2020)
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Do the Processes Engaged During Mathematical Word-Problem Solving Differ Along the Distribution of Word-Problem Competence?
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In: Contemp Educ Psychol (2019)
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The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status
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A Cognitive Dimensional Approach to Understanding Shared and Unique Contributions to Reading, Math, and Attention Skills
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A Longitudinal Analysis of the Trajectories and Predictors of Word Reading and Reading Comprehension Development among At-Risk Readers
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Text Comprehension and Oral Language as Predictors of Word-Problem Solving: Insights into Word-Problem Solving as a Form of Text Comprehension
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Measuring arithmetic: A psychometric approach to understanding formatting effects and domain specificity
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The Role of Domain-General Cognitive Abilities and Decimal Labels in At-Risk Fourth-Grade Students’ Decimal Magnitude Understanding
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Cognitive and Linguistic Predictors of Mathematical Word Problems With and Without Irrelevant Information
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Effects of a Multitier Support System on Calculation, Word Problem, and Prealgebraic Performance Among At-Risk Learners
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Pathways to Third-Grade Calculation versus Word-Reading Competence: Are They More Alike or Different?
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Does Understanding Relational Terminology Mediate Effects of Intervention on Compare Word Problems?
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First-Grade Cognitive Abilities as Long-Term Predictors of Reading Comprehension and Disability Status
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Contributions of Domain-General Cognitive Resources and Different Forms of Arithmetic Development to Pre-Algebraic Knowledge
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The Cognitive and Academic Profiles of Reading and Mathematics Learning Disabilities
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The Effects of Schema-Broadening Instruction on Second Graders’ Word-Problem Performance and Their Ability to Represent Word Problems with Algebraic Equations: A Randomized Control Study
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