Citations: The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance

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Wim Tops, Dorien Jansen, Eva Ceulemans, Katja Petry, Nanna Haug Hilton & Dieter Baeyens. (2023) Participation problems and effective accommodations in students with dyslexia in higher education. European Journal of Special Needs Education 38:3, pages 317-333.
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Lucia Bigozzi, Christian Tarchi, Giuliana Pinto & Beatrice Accorti Gamannossi. (2016) Predicting Dyslexia in a Transparent Orthography From Grade 1 Literacy Skills: A Prospective Cohort Study. Reading & Writing Quarterly 32:4, pages 353-372.
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Raija Pirttimaa, Marjatta Takala & Tarja Ladonlahti. (2015) Students in higher education with reading and writing difficulties. Education Inquiry 6:1.
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Articles from other publishers (4)

Loes Bazen, Elise H. de Bree, Madelon van den Boer & Peter F. de Jong. (2022) Perceived negative consequences of dyslexia: the influence of person and environmental factors. Annals of Dyslexia 73:2, pages 214-234.
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Thom Nevill & Martin Forsey. (2023) The social impact of schooling on students with dyslexia: A systematic review of the qualitative research on the primary and secondary education of dyslexic students. Educational Research Review 38, pages 100507.
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Rhys J. Thurston, Danielle M. Alexander & Mathieu Michaud. (2022) Practical Considerations for Coaching Athletes With Learning Disabilities and Neurodevelopmental Disorders. International Sport Coaching Journal 9:2, pages 244-251.
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Tiziana Pasta, Manuela Mendola, Laura Elvira Prino, Claudio Longobardi & Francesca Giovanna Maria Gastaldi. (2013) Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities. Interpersona: An International Journal on Personal Relationships 7:1, pages 125-137.
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The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance

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The Most Important Thing: Students with Reading and Writing Difficulties Talk About their Experiences of Teachers' Treatment and Guidance

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