Current Issue Table of Contents

Contents  of the Current Issue of
Learning Disability Quarterly
Volume 42, Number 2, May 2019
LDQ is published 4 times per year.




Reading Instruction for Students With Learning Disabilities in Grades 4 and 5: An Observation Study  Stephen Ciullo, Emily Ely, John William McKenna, Kat D Alves, and Michael J Kennedy


Exploring Growth Trajectories of Informal and Formal Mathematics Skills Among Prekindergarten Children Struggling With Mathematics  Jessica M Namkung, Peng Peng, J Marc Goodrich, and Victoria Molfese


The Effects of a Paraphrasing Intervention on Word Problem-Solving Accuracy of English Learners at Risk of Mathematic Disabilities  Jennifer E Kong and H Lee Swanson


The Influence of Oral Versus Silent Reading on Reading Comprehension in Students With Reading Disabilities  Melissa F Robinson, Elizabeth B Meisinger, and Rachel E Joyner


The Potential for Automated Text Evaluation to Improve the Technical Adequacy of Written Expressions Curriculum-Based Measurement  Sterett H Mercer, Milena A Keller-Margulis, Erin L Faith, Erin K Reid, and Sarah Ochs