Advances in Learning and Behavioral Disabilities: Volume 16

Chapters:

• ISSUES IN THE IDENTIFICATION OF LEARNING DISABILITIES
• STARTING AT THE BEGINNING FOR LEARNING DISABILITIES IDENTIFICATION: RESPONSE TO INSTRUCTION IN GENERAL EDUCATION
• IDENTIFICATION OF NON-RESPONDERS: ARE THE CHILDREN “LEFT BEHIND” BY EARLY LITERACY INTERVENTION THE “TRULY” READING DISABLED?
• THE ROLE OF READING INTERVENTION RESEARCH IN THE IDENTIFICATION OF CHILDREN WITH READING DIFFICULTIES: A META-ANALYSIS OF THE LITERATURE FUNDED BY THE NICHD
• CURRENT ADVANCES IN ASSESSMENT AND INTERVENTION FOR CHILDREN WITH LEARNING DISABILITIES
• INDIVIDUALS WITH MENTAL RETARDATION AND A SENSORIMOTOR DISORDER: ASSESSMENT OF DISABILITY
• DOES IQ AND READING LEVEL INFLUENCE TREATMENT OUTCOMES? IMPLICATIONS FOR THE DEFINITION OF LEARNING DISABILITIES
• TEXT ANXIETY, PERCEIVED COMPETENCE, AND ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOL STUDENTS
• THE ASSESSMENT OF SELF-REGULATION IN COLLEGE STUDENTS WITH AND WITHOUT ACADEMIC DIFFICULTIES
• Subject Index