Green Journals

Effect of a Science Vocabulary Intervention on Vocabulary, Comprehension, and Attitude Among Middle-School Multilingual Learners

Heba Z. Abdelnaby, Matthew K. Burns, Delinda van Garderen et al.

2026-10-23

DOI: 10.1177/09388982261484977

Calculation Strategies Among Primary School Students: Understanding Individual Differences and Identifying the Early Signs of Arithmetic Difficulties

Matilda Hamara, Minna Torppa, Riikka Heikkilä et al.

2026-10-23

DOI: 10.1177/09388982261496943

Systematic Review of Anxiety Interventions for Students With Learning Difficulties: Current Evidence and Research Gaps

Eleni Chatzoglou, Sarah Fishstrom, Kimberly McFadden et al.

2026-10-19

DOI: 10.1177/09388982261496951

Cognitive Flexibility as a Mediator of Academic Behavior in Students With Specific Learning Disorders

Shahrooz Nemati, Rahim Badri Gargari, Zahra Abolhasani et al.

2026-10-9

DOI: 10.1177/09388982261483518

Interference Sensitivity in Multiplication Learning: Effects of a Digital Intervention for Children With Learning Disabilities

Sonja Julkunen, Johan Korhonen, Pirjo Aunio

2026-9-20

DOI: 10.1177/09388982261490608

How Spatial Skills Predict Language and Reading Outcomes in Chinese-Speaking Preschoolers With Familial Risk for Dyslexia

Kevin Kien Hoa Chung, Alfred S. Y. Lee, Li-Chih Wang et al.

2026-9-19

DOI: 10.1177/09388982261488879

Language Comprehension Interventions for English Learners With or at Risk for Reading Difficulties: A Research Synthesis

Isabel Vargas-Bell, Katlynn Dahl-Leonard, Cassidi Richmond et al.

2026-9-3

DOI: 10.1177/09388982261483231

Building Variable Understanding: A Pilot Study of a Supplemental Algebra Tutoring Intervention

Amber Y. Wang, Sarah K. Krowka, Robin F. Schumacher et al.

2026-9-1

DOI: 10.1177/09388982261483236

Using Text Reading Fluency to Identify Students at Risk for Reading Comprehension Difficulties Across Grades 4, 7, and 9

Auðun Valborgarson, Freyja Birgisdóttir, Fanney Thorsdottir et al.

2026-9-1

DOI: 10.1177/09388982261483527

Understanding Academic Adjustment in Undergraduates With SLD or ADHD: An Integrative Model of Social-Emotional-Behavioral Skills, Academic Self-Efficacy, and Self-Regulated Learning

Adi Sharabi

2026-8-27

DOI: 10.1177/09388982261483237

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