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Showing items 1-10 of 15 (2 Page(s) Totally)
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| 國立彰化師範大學 |
2011 |
Is Discrepancy a Fake Phenomenon for Children with Reading Disabilities? Finding from a Nationwide Longitudinal Dataset
|
Lu, Wei-Pai |
| 國立彰化師範大學 |
2010 |
Investigating an Old Issue from Ecological Perspectives: Do We Need the Classification of Reading Disabilities?
|
Lu, Wei-Pai; Hallahan, D. P. |
| 國立彰化師範大學 |
2010 |
Examining the Simple View of Reading: Do Students with Dyslexia Differ from Garden-Variety Poor Readers?
|
Lu, Wei-Pai |
| 國立彰化師範大學 |
2009 |
Revisit the Validity of Reading Disabilities Identification in the Aftermath of RTI: Evidence from the ECLS-K Dataset
|
Lu, Wei-Pai |
| 國立彰化師範大學 |
2009 |
Think Multivariately: How Students with Reading Disabilities are Different from Other Poor Readers?
|
Lu, Wei-Pai |
| 國立彰化師範大學 |
2008 |
Investigating the Role of Working Memory on Reading Fluency
|
Lu, Wei-Pai; Invernizzi, M. |
| 國立彰化師範大學 |
2008 |
RTI (Response-to-Intervention): A Resolution for LD Children?
|
Lu, Wei-Pai; Hallahan, D. P. |
| 國立彰化師範大學 |
2008 |
Are Students with Reading Disabilities Different from Garden-Variety Poor Readers? Evidence from the ECLS-K Longitudinal Data
|
Lu, Wei-Pai; Hallahan, D. P. |
| 國立彰化師範大學 |
2008 |
The Role Phonological Memory Plays in a Reading Fluency Deficit: Investigation of Clinic Cases with Reading Difficulties
|
Lu, Wei-Pai; Invernizzi, M. |
| 國立彰化師範大學 |
2008 |
In An Era of ‘RTI (Response-to-intervention) Today’: A Response for Students with Learning Disabilities
|
Lu, Wei-Pai; Hallahan, D. P. |
Showing items 1-10 of 15 (2 Page(s) Totally)
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