Table Of Content

LESAUX, Nonie K.: See LIPKA, Orly, 364-378. NEWSOME, Patricia: See FIGUEROA, Rich- THOMPSON, Lee Anne: See PETRILL, Ste- LEWANDOWSKI, Lawrence: See LOVETT, ard A., 206-214. phen A., 48-55. Benjamin, 515-527. ORTIZ, Alba A.: See WILKINSON, Cheryl Y., VAN BON, Wim H. J.; BOUWMANS, Mieke; LINAN-THOMPSON, Sylvia; VAUGHN, 129-141. BROEDERS, Ivy N. L. D. C.: The Preva- Sharon; PRATER, Kathryn; CIRINO, Paul T.: PADELIADU, Susana: See SIDERIDIS, Geor- lence of Poor Reading in Dutch Special El- The Response to Intervention of English gios D., 215-229. ementary Education, 482-495. Language Learners At-Risk for Reading PETRILL, Stephen A.; DEATER-DECKARD, VAN DER LEJJ, Aryan; MORFIDLI, Eleni: Core Problems, 390-398 Kirby; THOMPSON, Lee Anne; DE- Deficits and Variable Differences in Dutch LINAN-THOMPSON, Sylvia: See VAUGHN, THORNE, Laura S.; SCHATSCHNEI- Poor Readers Learning English, 74— 90. Sharon, 56-73. DER, Christopher: Reading Skills in Early VAN GARDEREN, Delinda: Spatial Visual- LIPKA, Orly; LESAUX, Nonie K.; SIEGEL, Readers: Genetic and Shared Environmen- ization, Visual Imagery, and Mathematical Linda S.: Retrospective Analyses of the tal Influences, 48-55. Problem Solving of Students with Varying Reading Development of Grade 4 Students POLLARD-DURODOLA, Sharolyn D.: See Abilities, 496-506. with Reading Disabilities: Risk Status and VAUGHN, Sharon, 56-73. VAUGHN, Sharon; LINAN-THOMPSON, Profiles Over 5 Years 364-378. POWELL, Sarah R.: see FUCHS, Lynn S., 467- Sylvia; MATHES, Patricia G.; CIRINO, LOVETT, Benjamin; LEWANDOWSKL, Law- 475. Paul T.; CARLSON, Coleen D.; POLLARD- rence: Gifted Students With Learning Dis- PRATER, Kathryn: See LINAN-THOMPSON, DURODOLA, Sharoliyn D.; CARDENAS- abilities: Who Are They?, 515-527. Sylvia, 390-398. HAGAN, Elsa; FRANCIS, David J.: Effec- MAAG, John W.; REID, Robert: Depression REBOUSSIN, Beth A.: See DANIEL, Steph- tiveness of Spanish Intervention for Among Students With Learning Disabili- anie S., 507-514. First-Grade English Language Learners at ties: Assessing the Risk, 3-10. REID, Robert: See MAAG, John W., 3-10. Risk for Reading Difficulties, 56-73. MARGALIT, Maika: See LACKAYE, Timo- ROBERTSON, Phyllis M.: See WILKINSON, VAUGBN, Sharon: See LLNAN-THOMPSON, thy D, 432-446. Cheryl Y., 129-141. Sylvia, 390-398; see also WANZEK, Jeanne, MATHES, Patricia G.: See VAUGHN, Sharon, RUEDA, Robert; WINDMUELLER, Michelle 528-543. 56-73. P.: English Language Learners, LD, and VELLUTINO, Frank R.; SCANLON, Donna M.; McCUTCHEN, Deborah: See GRAY, Audra, Overrepresentation: A Multiple-Level Anal- SMALL, Sheila; FANUELE, Diane P.: Re- 325-333. ysis, 99-107. sponse to Intervention as a Vehicle for Dis- McDERMOTT, Paul A.; GOLDBERG, Mi- SAEZ, Leilani: See SWANSON, H. Lee, 252- tinguishing Between Children With and chelle M.; WATKINS, Marley W.; STAN- 269. Without Reading Disabilities: Evidence for LEY, Jeanne L.; GLUTTING, Joseph J.: A SAVAGE, Robert S.; FREDERICKSON, Norah: the Role of Kindergarten and First-Grade Nationwide Epidemiologic Modeling Study Beyond Phonology: What Else Is Needed Interventions, 157-169. of LD: Risk, Protection, and Unintended to Describe the Problems of Below- VERHOEVEN, Ludo: See GIJSEL, Martine Impact 230-251. Average Readers and Spellers?, 399-413. A. R., 558-571 MENDEZ BARLETTA, Laura: See KLING- SCANLON, Donna M.: See VELLUTINO, VERMEULEN, Karin: See BERNINGER, Vir- NER, Janette K., 108-128. Frank R., 157-169. ginia W., 334-351. MODGLIN, Arlene A.: See MOLFESE, Victo- SCHATSCHNEIDER, Christopher: See PET- VUKOVIC, Rose K.; SIEGEL, Linda S.: The ria J., 296-305. RILL, Stephen A., 48-55. Double-Deficit Hypothesis: A Comprehen- MOLFESE, Dennis L.; KEY, Alexandra Fonar- SEETHALER, Pamela M.: see FUCHS, Lynn sive Analysis of the Evidence, 25-47. yova; KELLY, Spencer; CUNNINGHAM, S., 467-475. WALSH, Adam K.: See DANIEL, Stephanie S., Natalie; TERRELL, Shona; FERGUSON, SIDERIDIS, Georgios D.; MORGAN, Paul L.; 507-514. Melissa; MOLFESE, Victoria J.; BONE- BOTSAS, George; PADELIADU, Susana; WANZEK, Jeanne; VAUGHN, Sharon; HJELM, BRIGHT, Terri: Below-Average, Average, FUCHS, Douglas: Predicting LD on the Jade; SWANSON, Elizabeth A.; ED- and Above-Average Readers Engage Dif- Basis of Motivation, Metacognition, and Psy- MONDS, Meghan; KIM, Ae-Hwa: A Syn- ferent and Similar Brain Regions While chopathology: An ROC Analysis 215-229. thesis of Spelling and Reading Interven- Reading 352-363. SIEGEL, Linda S.: See VUKOVIC, Rose K., tions and Their Effects on the Spelling MOLFESE, Victoria J.: Early Reading Skills 25-47; see also LIPKA, Orly, 364-378. Outcomes of Students With LD, 528-543. 294-295. SMALL, Sheila: See VELLUTINO, Frank R., WATKINS, Marley W.: See MCDERMOTT, MOLFESE, Victoria J.: See MOLFESE, Dennis 157-169. Paul A., 230-251. L., 352-363. SMITH, Karen E.: See LANDRY, Susan H., WEYANDT, Lisa L.: Letter to the Editor, 2. MOLFESE, Victoria J.; MODGLIN, Arlene A.; 306-324. WIEBE BERRY, Ruth A.: Beyond Strategies: BESWICK, Jennifer L.; NEAMON, Jes- SPARKS, Richard L.: Is There a “Disability” Teacher Beliefs and Writing Instruction in sica D.; BERG, Shelby A.; BERG, C. Jef- for Learning a Foreign Language?, 544-557. Two Primary Inclusion Classrooms, 11-24. frey; MOLNAR, Andrew: Letter Knowl- STANLEY, Jeanne L.: See MCDERMOTT, WILKINSON, Cheryl Y.; ORTIZ, Alba A.; edge, Phonological Processing, and Print Paul A., 230-251. ROBERTSON, Phyllis M.; KUSHNER, Knowledge: Skill Development in Non- SWANK, Paul R.: See LANDRY, Susan H., Millicent I.: English Language Learners reading Preschool Children 296-305. 306-324. With Reading-Related LD: Linking Data MOLNAR, Andrew: See MOLFESE, Victoria SWANSON, Elizabeth A.: see WANZEK, From Multiple Sources to Make Eligibility J., 296-305. Jeanne, 528-543. Determinations, 129-141. MORFIDL, Eleni: See VAN DER LEIJ, Aryan, SWANSON, H. Lee; HOWARD, Crystal B.; WILKINSON, Margaret: See BARNES, Mar- 74-90. SAEZ, Leilani: Do Different Components of cia A., 174-187. MORGAN, Paul L.: See SIDERIDIS, Geor- Working Memory Underlie Different Sub- WINDMUELLER, Michelle P.: See RUEDA, gios D., 215-229. groups of Reading Disabilities? 252-269. Robert, 99-107. NEAMON, Jessica D.: See MOLFESE, Victoria TERRELL, Shona: See MOLFESE, Dennis L., WOOD, Frank B.: See DANIEL, Stephanie S., J., 296-305. 352-363. 507-514.