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Keyword:  LEARNING disabilities
Augustyniak, K., Murphy, J., & Phillips, D. K. (2005). Psychological perspectives in assessing mathematics learning needs. Journal of Instructional Psychology, 32(4), pp. 277–286. Dernièrement modifiée par: Sterenn Audo  V    Pop. 35.33%
Babbitt, B. C., & Miller, S. P. (1996). Using hypermedia to improve the mathematics problem-solving skills of students with learning disabilities. Journal of learning disabilities, 29(4), p. p391–401. Dernièrement modifiée par: Lynda Taabane  V    Pop. 38.24%
Berch, D. B. (2005). Making sense of number sense: Implications for children with mathematical disabilities. Journal of learning disabilities, 38(4), pp. 333–339. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.7%
Brosvic, G. M., Dihoff, R. E., Epstein, M. L., & Cook, M. L. (2006). Feedback facilitates the acquisition and retention of numerical fact series by elementary school students with mathematics learning disabilities. Psychological Record, 56(1), pp. 35–54. Dernièrement modifiée par: Sterenn Audo  V    Pop. 36.06%
Bryant, D. P., Hartman, P., & Kim, S. A. (2003). Using explicit and strategic instruction to teach division skills to students with learning disabilities. Exceptionality, 11(3), p. p151. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.06%
Casas, A. M., & Castellar, R. G. (2004). Mathematics education and learning disabilities in spain. Journal of learning disabilities, 37(1), pp. 62–73. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.79%
Cornoldi, C., & Lucangeli, D. (2004). Arithmetic education and learning disabilities in italy. Journal of learning disabilities, 37(1), pp. 42–49. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.52%
Desoete, A., Roeyers, H., & Clercq, A. D. (2004). Children with mathematics learning disabilities in belgium. Journal of learning disabilities, 37(1), pp. 50–61. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.7%
Fuchs, L. S., Fuchs, D., Hamlet, C. L., Powell, S. R., Capizzi, A. M., & Seethaler, P. M. (2006). The effects of computer-assisted instruction on number combination skill in at-risk first graders. Journal of learning disabilities, 39(5), pp. 467–475. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.61%
García, A. I., Jiménez, J. E., & Hess, S. (2006). Solving arithmetic word problems: An analysis of classification as a function of difficulty in children with and without arithmetic ld. Journal of learning disabilities, 39(3), pp. 270–281. Dernièrement modifiée par: Sterenn Audo  V    Pop. 32.97%
van Garderen, D., & Montague, M. (2003). Visual-spatial representation, mathematical problem solving, and students of varying abilities. Learning Disabilities Research & Practice, 18(4), pp. 246–254. Dernièrement modifiée par: Sterenn Audo  V    Pop. 35.33%
Geary, D. C. (2004). Mathematics and learning disabilities. Journal of learning disabilities, 37(1), pp. 4–15. Dernièrement modifiée par: Sterenn Audo  V    Pop. 35.6%
Hanich, L. B., & Jordon, N. C. (2004). Achievement-related beliefs of third-grade children with mathematics and reading difficulties. Journal of Educational Research, 97(5), pp. 227–233. Dernièrement modifiée par: Sterenn Audo  V    Pop. 36.15%
Micallef, S., & Prior, M. (2004). Arithmetic learning difficulties in children. Educational Psychology, 24(2), pp. 175–200. Dernièrement modifiée par: Sterenn Audo  V    Pop. 34.97%
Montague, M. (2003). Teaching division to students with learning disabilities: A constructivist approach. Exceptionality, 11(3), p. p165–175. Dernièrement modifiée par: Sterenn Audo  V    Pop. 33.7%
Montague, M. (2007). Self-regulation and mathematics instruction. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 22(1), pp. 75–83. Dernièrement modifiée par: Sterenn Audo  V    Pop. 28.97%
Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinical & Experimental Neuropsychology, 28(1), pp. 84–95. Dernièrement modifiée par: Sterenn Audo  V    Pop. 29.16%
Wildmon, M. E., Skinner, C. H., Watson, S. T., & Garrett, S. L. (2004). Enhancing assignment perceptions in students with mathematics learning disabilities by including more work: An extension of interspersal research. School Psychology Quarterly, 19(2), p. p106–120. Dernièrement modifiée par: Lynda Taabane  V    Pop. 31.15%
Witzel, B. S., Mercer, C. D., & Miller, D. M. (2003). Teaching algebra to students with learning difficulties: An investigation of an explicit instruction model. Learning Disabilities Research & Practice, 18(2), pp. 121–131. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.24%
Xin, Y. P., Jitendra, A. K., & Deatline-Buchman, A. (2005). Effects of mathematical word problem-solving instruction on middle school students with learning problems. The Journal of Special Education, 39(3), pp. 181–192. Dernièrement modifiée par: Sterenn Audo  V    Pop. 31.97%

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