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24. [Prevalence and biological, sociocultural and neuropsychological characteristics of children with low scholastic achievement. III. Neuropsychological characteristics]. Manterola A; AvendaƱo A; Valenzuela C; Pacheco L; Morales I; Figueroa L; Avila S Rev Chil Pediatr; 1981; 52(3):250-63. PubMed ID: 7313198 [No Abstract] [Full Text] [Related]
25. Self-concept as related to achievement and age in learning-disabled children. Black FW Child Dev; 1974 Dec; 45(4):1137-40. PubMed ID: 4143867 [No Abstract] [Full Text] [Related]
26. Ear dominance in classroom and clinic samples. Palmer LL Percept Mot Skills; 1981 Jun; 52(3):777-8. PubMed ID: 7267252 [TBL] [Abstract][Full Text] [Related]
27. Specific learning disability and dyslexia: a language-based model. Zuckerman BS; Chase C Adv Pediatr; 1983; 30():249-80. PubMed ID: 6369940 [No Abstract] [Full Text] [Related]
28. The bidirectional relationship between achievement and externalizing behavior problems of students with learning disabilities. Richards CM; Symons DK; Greene CA; Szuszkiewicz TA J Learn Disabil; 1995 Jan; 28(1):8-17. PubMed ID: 7844489 [TBL] [Abstract][Full Text] [Related]
29. Sighting-eye dominance related to composite sidedness in classroom and clinic samples. Palmer LL Percept Mot Skills; 1979 Oct; 49(2):551-4. PubMed ID: 514773 [TBL] [Abstract][Full Text] [Related]
30. Temperamental attention and activity, classroom emotional support, and academic achievement in third grade. Rudasill KM; Gallagher KC; White JM J Sch Psychol; 2010 Apr; 48(2):113-34. PubMed ID: 20159222 [TBL] [Abstract][Full Text] [Related]
31. Televised classroom events as distractors for reading-disabled children. Patton JE; Routh DK; Offenbach SI J Abnorm Child Psychol; 1981 Sep; 9(3):355-70. PubMed ID: 7320353 [TBL] [Abstract][Full Text] [Related]
32. Neuropsychological significance of phonetically accurate and phonetically inaccurate spelling errors in younger and older retarded spellers. Sweeney JE; Rourke BP Brain Lang; 1978 Sep; 6(2):212-25. PubMed ID: 728787 [No Abstract] [Full Text] [Related]
33. A comparison of the Wide Range Achievement Test and the Peabody Individual Achievement Test for educationally handicapped children. Miller WH J Learn Disabil; 1979 Jan; 12(1):65-8. PubMed ID: 762469 [No Abstract] [Full Text] [Related]
34. Behavior and academic achievement in hyperactive subgroups and learning-disabled boys. A six-year follow-up. August GJ; Holmes CS Am J Dis Child; 1984 Nov; 138(11):1025-9. PubMed ID: 6496420 [TBL] [Abstract][Full Text] [Related]
35. [Psychological performance tests in neurology and psychiatry. Methods and normal values]. Wolfram H; Neumann J; Wieczorek V Beitr Klin Neurol Psychiatr; 1986; 54():1-263. PubMed ID: 3753418 [No Abstract] [Full Text] [Related]
36. Comparisons of learning ease and transfer propensity in poor and average readers. Day JD; Zajakowski A J Learn Disabil; 1991; 24(7):421-6, 433. PubMed ID: 1895010 [TBL] [Abstract][Full Text] [Related]
37. Sex and group differences in reading and attention disordered children with and without hyperkinesis. Ackerman PT; Dykman RA; Oglesby DM J Learn Disabil; 1983; 16(7):407-15. PubMed ID: 6631196 [No Abstract] [Full Text] [Related]
38. Evaluation of intellectual, linguistic, and achievement variables in normal, emotionally disturbed, and learning disabled children. Rennick PM; Klinge V; Hart Z; Lennox K Adolescence; 1978; 13(52):755-66. PubMed ID: 742478 [TBL] [Abstract][Full Text] [Related]
39. Goodness of fit in the home: its relationship to school behavior and achievement in children with learning disabilities. Feagans LV; Merriwether AM; Haldane D J Learn Disabil; 1991; 24(7):413-20. PubMed ID: 1895009 [TBL] [Abstract][Full Text] [Related]