ArdenS. V.PentimontiJ. M. (2017). Data-based decision making in multi-tiered systems of support: Principle, practices, tips, and tools. Perspectives on Language and Literacy, 43, 19–23.
2.
BerningerV. W. (2007). Process assessment of the learner: Diagnostics for reading and writing (2nd ed.). San Antonio, TX: Pearson.
3.
BerningerV. W.MayM. O. (2011). Evidence-based diagnosis and treatment for specific learning disabilities involving impairments in written and oral language. Journal of Learning Disabilities, 44, 167–183. doi:10.1177/0022219410391189
4.
CainK.OakhillJ. V. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Education, 76, 683–696. doi:10.1348/000709905X67610
5.
CainK.OakhillJ. V. (2011). Matthew effects in young readers: Reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44, 431–443. doi:10.1177/0022219411410042
6.
CainK.TowseA. S. (2008). To get hold of the wrong end of the stick: Reasons for poor idiom understanding in children with reading comprehension difficulties. Journal of Speech, Language, and Hearing Research, 51, 1538-1549. doi:10.1044/1092-4388.
7.
ColemanC.LindstromJ.NelsonJ.LindstromW.GreggK. N. (2010). Passageless comprehension on the Nelson–Denny Reading Test: Well above chance for university students. Journal of Learning Disabilities, 43(3), 244–249.
8.
CuttingL. E.MaterekA.ColeC. A.LevineT. M.MahoneE. M. (2009). Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34–54. doi:10.1007/s11881-009-0022-0.
9.
DanemanM.HannonB. (2001). Using working memory theory to investigate the construct validity of multiple-choice reading comprehension tests such as the SAT. Journal of Experimental Psychology: General, 130, 208–223. doi:10.1037/0096-3445.130.2.208
10.
DuPaulG. W.GormleyM. J.LaracyS. D (2013). Comorbidity of LD and ADHD: Implications of DSM-5 for assessment and treatment. Journal of Learning Disabilities, 46, 43–51. doi:10.1177/0022219412464351
11.
EhriL. C.McCormickS. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly: Overcoming Learning Difficulties, 14, 135–164. doi:10.1080/1057356980140202
12.
FlanaganD. P.OrtizS. O.AlfonsoV. C.DyndaA. M. (2006). Integration of response to intervention and norm-referenced tests in learning disability identification: Learning from the Tower of Babel. Psychology in the Schools, 43, 807–825. doi:10.1002/pits.20190
13.
FlanaganD. P.OrtizS. O.AlfonsoV. C.MascoloJ. T. (2002). The achievement test desk reference (ATDR): Comprehensive assessment and learning disabilities. Boston. MA: Allyn & Bacon.
14.
FlanaganD. P.OrtizS. O.AlfonsoV. C.MascoloJ. T. (2006). The achievement test desk reference: A guide to learning disabilities identification (2nd ed.). Hoboken, NJ: Wiley.
15.
FowlerB.KrollB. M. (1978). Verbal skills as factors in the passageless validation of reading comprehension tests. Perceptual and Motor Skills, 47, 335–338.
16.
HudsonR. F.HighL.Al OtaibaS. (2007). Dyslexia and the brain: What does current research tell us?. The Reading Teacher, 60, 506–515.
Individuals With Disabilities Education Act, 20 U.S.C. §§ 1400et seq. (2006 & Supp. V. 2011).
19.
KatzS.LautenschlagerG. J.BlackburnA. B.HarrisF. H. (1990). Answering reading comprehension questions without passages on the SAT. Psychological Science, 1, 122–127.
20.
KeenanJ. M.BetjemannR. S. (2006). Comprehending the Gray Oral Reading Test without reading it: Why comprehension tests should not include passage-independent items. Scientific Studies of Reading, 10, 363–380. doi:10.1207/s1532799xssr1004_2
21.
KuhnM. R.StahlS. A. (2000). Fluency: A review of developmental and remedial practices. Ann Arbor, MI: Center for the Improvement of Early Reading Achievement.
LifsonS.ScruggsT. E.BennionK. (1984). Passage independence in reading achievement tests: A follow-up. Perceptual and Motor Skills, 58, 945–946. doi:10.2466/pms.1984.58.3.945
25.
LocascioG.MahoneE. M.EasonS. H.CuttingL. E. (2010). Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43, 441–454. doi:10.1177/0022219409355476
26.
MatherN.WendlingB. J. (2011). Essentials of dyslexia assessment and intervention. Hoboken, NJ: Wiley.
27.
NationK. (2001). Reading and language in children: Exposing hidden deficits. Psychologist, 14, 238–242.
SchrankF. A.MatherN.McGrewK. S. (2014a). Woodcock-Johnson IV Tests of Achievement. Rolling Meadows, IL: Riverside.
30.
SchrankF. A.MatherN.McGrewK. S. (2014b). Woodcock-Johnson IV Tests of Oral Language. Rolling Meadows, IL: Riverside.
31.
SnowlingM. J.HulmeC. H. (2012). Annual research review: The nature and classification of reading disorders: A commentary on proposals forDSM-5. Journal of Child Psychology and Psychiatry, 53, 593–607. doi:10.1111/j.1469-7610.2011.02495.x
32.
StanovichK. E.WestR. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402–433.