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Academic Journal

MOCCA-College: Preliminary Validity Evidence of a Cognitive Diagnostic Reading Comprehension Assessment.

Subjects: Reading* ; Cognition*; Humans

  • Source: Journal of learning disabilities [J Learn Disabil] 2023 Jan-Feb; Vol. 56 (1), pp. 58-71. Date of Electronic Publication: 2022 Sep 05.Publisher: Professional Press Country of Publication: United States NLM ID: 0157312 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Academic Journal

Toward Integrative Reading Science: The Direct and Indirect Effects Model of Reading.

  • Authors : Kim YG; University of California, Irvine, USA.

Subjects: Cognition*/Cognition*/Cognition*/physiology ; Comprehension*/Comprehension*/Comprehension*/physiology ; Linguistics*

  • Source: Journal of learning disabilities [J Learn Disabil] 2020 Nov/Dec; Vol. 53 (6), pp. 469-491. Date of Electronic Publication: 2020 Mar 03.Publisher: Professional Press Country of Publication: United States NLM ID: 0157312 Publication Model: Print-Electronic Cited Medium: Internet ISSN:

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Academic Journal

Intraindividual differences in motivation and cognition in students with and without learning disabilities.

  • Authors : Pintrich PR; Combined Program in Education and Psychology, University of Michigan, Ann Arbor.; Anderman EM

Subjects: Cognition* ; Motivation*; Learning Disabilities/Learning Disabilities/Learning Disabilities/*diagnosis

  • Source: Journal of learning disabilities [J Learn Disabil] 1994 Jun-Jul; Vol. 27 (6), pp. 360-70.Publisher: Professional Press Country of Publication: United States NLM ID: 0157312 Publication Model: Print Cited Medium: Print ISSN: 0022-2194

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