Crossref Citations
                  This article has been cited by the following publications. This list is generated based on data provided by Crossref.
                                
                                    
                                    Lindo, Endia J.
                                    
                                    Weiser, Beverly
                                    
                                    Cheatham, Jennifer P.
                                     and 
                                    Allor, Jill H.
                                  2018.
                                  Benefits of Structured After-School Literacy Tutoring by University Students for Struggling Elementary Readers.
                                  
                                  
                                  Reading & Writing Quarterly, 
                                  Vol. 34, 
                                  Issue. 2, 
                                
                                    p. 
                                    117.
                                
                                
                        
                        
                        
                        
                                
                                    
                                    Boucher, Alexis N.
                                    
                                    Bhat, Bethany H.
                                    
                                    Clemens, Nathan H.
                                    
                                    Vaughn, Sharon
                                     and 
                                    O’Donnell, Katherine
                                  2024.
                                  Reading Interventions for Students in Grades 3–12 With Significant Word Reading Difficulties.
                                  
                                  
                                  Journal of Learning Disabilities, 
                                  Vol. 57, 
                                  Issue. 4, 
                                
                                    p. 
                                    203.
                                
                                
                        
                        
                        
                        
                                
                                    
                                    Vann, Samantha S.
                                    
                                    Henry, Alyssa R.
                                    
                                    DeCoster, Jamie
                                    
                                    Dahl-Leonard, Katlynn
                                    
                                    Conner, Carlin L.
                                     and 
                                    Solari, Emily J.
                                  2025.
                                  Literacy Profiles of Kindergarten Students With Emotional and Behavioral Disorders.
                                  
                                  
                                  Remedial and Special Education, 
                                  
                                  
                                
                                
                                
                        
                        
                        
                        
                                
                                    
                                     Das Gopa, Aditi
                                     and 
                                    Hasan, Md. Jahid 
                                  2025.
                                  Exploring the level of reading skills of primary students with reading disabilities..
                                  
                                  
                                  Cuestiones de Fisioterapia, 
                                  Vol. 54, 
                                  Issue. 4, 
                                
                                    p. 
                                    7035.
                                
                                
                        
                        
                        
                         
 
