| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Achievement Error Differences of Students With Reading Versus Math Disorders
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 111-123
|
artikel
|
| 2 |
Analysis of Children’s Errors in Comprehension and Expression
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 57-73
|
artikel
|
| 3 |
Beyond the Mask
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 74-93
|
artikel
|
| 4 |
Biological Gender Differences in Students’ Errors on Mathematics Achievement Tests
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 47-56
|
artikel
|
| 5 |
Commentary
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 206-214
|
artikel
|
| 6 |
Differences in Errors Between Students With Language and Reading Disabilities
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 149-154
|
artikel
|
| 7 |
Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 186-205
|
artikel
|
| 8 |
Do the Kinds of Achievement Errors Made by Students Diagnosed With ADHD Vary as a Function of Their Reading Ability?
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 124-137
|
artikel
|
| 9 |
Error Analysis
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 242-250
|
artikel
|
| 10 |
Exploratory Factor Analysis of Reading, Spelling, and Math Errors
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 7-23
|
artikel
|
| 11 |
How Achievement Error Patterns of Students With Mild Intellectual Disability Differ From Low IQ and Low Achievement Students Without Diagnoses
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 94-110
|
artikel
|
| 12 |
Implications of Error Analysis Studies for Academic Interventions
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 215-225
|
artikel
|
| 13 |
Introduction to Special Issue and to KTEA-3 Error Analysis
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 4-6
|
artikel
|
| 14 |
Investigating Patterns of Errors for Specific Comprehension and Fluency Difficulties
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 138-148
|
artikel
|
| 15 |
Patterns of Cognitive Strengths and Weaknesses and Relationships to Math Errors
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 155-167
|
artikel
|
| 16 |
Patterns of Strengths and Weaknesses on the WISC-V, DAS-II, and KABC-II and Their Relationship to Students’ Errors in Oral Language, Reading, Writing, Spelling, and Math
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 168-185
|
artikel
|
| 17 |
Utility of KTEA-3 Error Analysis for the Diagnosis of Specific Learning Disabilities
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 226-241
|
artikel
|
| 18 |
What Do Phonological Processing Errors Tell About Students’ Skills in Reading, Writing, and Oral Language?
|
Breaux, Kristina C.
|
|
2017
|
|
1-2 |
p. 24-46
|
artikel
|
Tijdschrift beschrijving