Learning Disabilities Research & Practice

From the Editors
pp. v-v(1)

Reading Risk and Intervention for Young English Learners: Evidence from Longitudinal Intervention Research: Introduction to Special Series
pp. 199-201(3)
Authors: Michael Gerber; Aydin Y. Durgunoglu

Literacy Instruction, SES, and Word-Reading Achievement in English-Language Learners and Children with English as a First Language: A Longitudinal Study
pp. 202-213(12)
Authors: Amedeo D'Angiulli; Linda S. Siegel; Stefania Maggi

Development of Reading in Grades K–2 in Spanish-Speaking English-Language Learners
pp. 214-224(11)
Authors: Franklin R. Manis; Kim A. Lindsey; Caroline E. Bailey

Do Phonological and Executive Processes in English Learners at Risk for Reading Disabilities in Grade 1 Predict Performance in Grade 2?
pp. 225-238(14)
Authors: H. Lee Swanson; Leilani Sáez; Michael Gerber

English Reading Effects of Small-Group Intensive Intervention in Spanish for K–1 English Learners
pp. 239-251(13)
Authors: Michael Gerber; Terese Jimenez; Jill Leafstedt; Jessica Villaruz; Catherine Richards; Judy English

Effectiveness of Explicit Phonological-Awareness Instruction for At-Risk English Learners
pp. 252-261(10)
Authors: Jill M. Leafstedt; Catherine R. Richards; Michael M. Gerber

Literacy Instruction in Multiple-Language First-Grade Classrooms: Linking Student Outcomes to Observed Instructional Practice
pp. 262-272(11)
Authors: Anne W. Graves; Russell Gersten; Diane Haager

Guest Reviewers for Volume 19
pp. 273-273(1)

Author Index for Volume 19, 2004
pp. 274-274(1)