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Spelling Characteristics of Early Grade Elementary School Children with Language Learning Disabilities

Song-I Han, Kyung Hee Jung

Commun Sci Disord. 2018;23(2):313-326. Published online 2018 June 30 DOI: https://doi.org/10.12963/csd.18482

Diagnosis and Remediation of Spelling Disabilities in Elementary-School Children

Rosalyn Tauber

Academic Therapy Quarterly. 1967;3(1):43-57

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Instructional Practices for Spelling by Spanish-Speaking Children With and Without Learning Disabilities in Early Grades

Remedios Guzmán, Isabel O’Shanahan, Juan Camacho

Journal of Learning Disabilities. 2016;50(5):564-575

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Prevalence and Characteristics of Learning Disabilities Found in Second Grade Children

John H. Meier

Journal of Learning Disabilities. 1971;4(1):1-16

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Predicting early spelling difficulties in children with specific language impairment: A clinical perspective

Kim A.H. Cordewener, Anna M.T. Bosman, Ludo Verhoeven

Research in Developmental Disabilities. 2012;33(6):2279-2291

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Handwriting development in grade 2 and grade 3 primary school children with normal, at risk, or dysgraphic characteristics

Anneloes Overvelde, Wouter Hulstijn

Research in Developmental Disabilities. 2011;32(2):540-548

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Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography

Mirela Duranović

Journal of Learning Disabilities. 2016;50(5):591-601

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Prescriptive Teaching in Language Arts Remediation for Black Rural Elementary School Children

Richard A. Saudargas, Faith Thompson, Charles H. Madsen

Journal of Learning Disabilities. 1970;3(7):364-370

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Comparison of Learning Disabilities in Reading, Math, Spelling and Academic Progress of Children with Attention Deficit Disorder with Hyperactivity and Normal Children at Elementary Schools

M. Nazer, O. Hamid

European Psychiatry. 2017;41(S1):S218-S218

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Academic engagement of elementary school children with learning disabilities

Douglas L. Friedman, Anthony A. Cancelli, Roland K. Yoshida

Journal of School Psychology. 1988;26(4):327-340

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No More Friday Spelling Tests?

Kelly A. Loeffler

TEACHING Exceptional Children. 2005;37(4):24-27

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