Contents of the Current Issue of
Learning Disability Quarterly
Volume 45, Issue 4
November 2022
LDQ is published four times per year
ARTICLES
Group Stability and Reading Profiles of Students With Dyslexia: A Double-Deficit Perspective
Rachel Younger and Elizabeth B. Meisinger
Investigating the Promise of a Tier 2 Sixth-Grade Fractions Intervention
Ben Clarke, Nancy J. Nelson, Leanne Ketterlin Geller, Derek Kosty, Keith Smolkowski, Taylor Lesner, David Furjanic, and Hank Fien
Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes
Brian Gearin, Yaacov Petscher, Christopher Stanley, Nancy J. Nelson, and Hank Fien
Teaching Problem Posing to Students With Learning Disabilities
Xuan Yang and Yan Ping Xin
Word- and Text-Level Reading Difficulties in Students With Dyslexia
Elizabeth B. Meisinger, Ashley M. Breazeale, and Lyle H. Davis
Using Video Modeling, Explicit Instruction, and Augmented Reality to Teach Mathematics to Students With Disabilities
Jared R. Morris, Elizabeth M. Hughes, James D. Stocker, and Emelie S. Davis
Predicting Intervention Effects With Preintervention Measures of Decoding: Evidence for a Skill-by-Treatment Interaction With Kindergarten and First-Grade Students
Matthew K. Burns, Helen Young, Elizabeth M. McCollom, Mallory A. Stevens, and Jared T. Izumi