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Katlynn Dahl-Leonard, Michael P. Mesa, Colby Hall & Tricia A. Zucker. (2023) Understanding kindergarten teacher self-efficacy for providing reading instruction to students with reading difficulties. Teachers and Teaching 0:0, pages 1-16.
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Colby Hall, Katlynn Dahl-Leonard & Grace Cannon. (2022) Observing Two Reading Intervention Programs for Students with Dyslexia. Exceptionality 30:2, pages 109-125.
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Sofia Kouvava, Katerina Antonopoulou, Constantinos M. Kokkinos, Asimina M. Ralli & Katerina Maridaki-Kassotaki. (2022) Friendship quality, emotion understanding, and emotion regulation of children with and without attention deficit/hyperactivity disorder or specific learning disorder. Emotional and Behavioural Difficulties 27:1, pages 3-19.
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Laura Ghislanzoni, Valentina Tobia, Andrea Gambarini, Eleonora Rossi, Giulia Tombini & Anna Ogliari. (2022) The psychopathological profile of children with specific learning disorders: the point of view of children and their mothers. European Journal of Special Needs Education 37:1, pages 89-103.
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Alyse Sukovieff & Richard S. Kruk. (2021) Reading difficulty and socio-emotional adjustment: Internalizing patterns depend on age of identification. Cogent Education 8:1.
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Josefine Horbach, Axel Mayer, Wolfgang Scharke, Stefan Heim & Thomas Günther. (2020) Development of Behavior Problems in Children with and without Specific Learning Disorders in Reading and Spelling from Kindergarten to Fifth Grade. Scientific Studies of Reading 24:1, pages 57-71.
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Emma Lindeblad, Staffan Nilsson, Stefan Gustafson & Idor Svensson. (2019) Self-concepts and psychological health in children and adolescents with reading difficulties and the impact of assistive technology to compensate and facilitate reading ability. Cogent Psychology 6:1.
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Suze Leitão, Peta Dzidic, Mary Claessen, Joanne Gordon, Kate Howard, Mandy Nayton & Mark E. Boyes. (2017) Exploring the impact of living with dyslexia: The perspectives of children and their parents. International Journal of Speech-Language Pathology 19:3, pages 322-334.
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