Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

Leena HolopainenSchool of Educational Sciences and Psychology, Special Education, University of Eastern Finland, Joensuu, FinlandCorrespondence[email protected]

Airi TaipaleSchool of Educational Sciences and Psychology, Special Education, University of Eastern Finland, Joensuu, Finland

Hannu SavolainenFaculty of Education, University of Jyväskylä, Jyväskylä, Finland

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Maria Levlin, Lacey Okonski & Kirk P. H. Sullivan. (2022) Educational attainment in Swedish (L1) and English (L2) for students with reading difficulties: a longitudinal case study from primary to the end of secondary school. Scandinavian Journal of Educational Research 0:0, pages 1-17.
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Fiia Söderholm, Kristiina Lappalainen, Leena Holopainen & Jaana Viljaranta. (2022) The development of school burnout in general upper secondary education: the role of support and schoolwork difficulties. Educational Psychology 42:5, pages 607-625.
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Petra Sainio, Kenneth Eklund, Riikka Hirvonen, Timo Ahonen & Noona Kiuru. (2021) Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School: The Role of Learning Difficulties. Scandinavian Journal of Educational Research 65:3, pages 385-403.
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Rachel E. Joyner & Richard K. Wagner. (2020) Co-Occurrence of Reading Disabilities and Math Disabilities: A Meta-Analysis. Scientific Studies of Reading 24:1, pages 14-22.
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Articles from other publishers (2)

Leena Holopainen, Katariina Waltzer, Nhi Hoang, Kristiina Lappalainen, Hanna Nuutinen & Heli Pesonen. (2023) The role of educational support in the development of subjective well‐being in Finnish general upper secondary education. Psychology in the Schools 60:8, pages 2795-2808.
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Leena Holopainen & Airi Hakkarainen. (2019) Longitudinal Effects of Reading and/or Mathematical Difficulties: The Role of Special Education in Graduation From Upper Secondary Education. Journal of Learning Disabilities 52:6, pages 456-467.
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Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

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Implications of Overlapping Difficulties in Mathematics and Reading on Self-Concept and Academic Achievement

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