Handbook of Educational Psychology and Students with Special Needs
Latest Publications

TOTAL DOCUMENTS

(FIVE YEARS 28)

H-INDEX

(FIVE YEARS 1)

Published By Routledge

9781315100654

Latest Documents Most Cited Documents Contributed Authors Related Sources Related Keywords

The Relevance of Expectancy–Value Theory to Understanding the Motivation and Achievement of Students with Cognitive  and Emotional Special Needs

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-19 ◽

2020 ◽

pp. 388-425

Author(s):

Allan Wigfield ◽

Annette Ponnock

Keyword(s):

Special Needs ◽

Value Theory ◽

Expectancy Value Theory ◽

Expectancy Value ◽

Motivation And Achievement

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Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-15 ◽

2020 ◽

pp. 292-314 ◽

Cited By ~ 1

Author(s):

Nancy E. Perry ◽

Silvia Mazabel ◽

Nikki Yee

Keyword(s):

Learning Disabilities ◽

Students With Learning Disabilities ◽

Self Regulated Learning ◽

Regulated Learning ◽

Support Students

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Developmental Disability

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-9 ◽

2020 ◽

pp. 173-196

Author(s):

Jeff Sigafoos ◽

Vanessa A. Green ◽

Mark F. O’Reilly ◽

Giulio E. Lancioni

Keyword(s):

Developmental Disability

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Understanding the Development and Instruction of Reading for English Learners with Learning Disabilities1

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-8 ◽

2020 ◽

pp. 140-172

Author(s):

Colby Hall ◽

Philip Capin ◽

Sharon Vaughn ◽

Grace Cannon

Keyword(s):

English Learners

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Conclusion

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-31 ◽

2020 ◽

pp. 684-695

Author(s):

Andrew J. Martin ◽

Kristie J. Newton ◽

Rayne A. Sperling

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Examining Academic Self-Concepts and the  Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with Mild Intellectual Disabilities

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-27 ◽

2020 ◽

pp. 584-601

Author(s):

Danielle Tracey ◽

Dafna Merom ◽

Alexandre J. S. Morin ◽

Christophe Maïano

Keyword(s):

Intellectual Disabilities ◽

Classroom Environments

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Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-17 ◽

2020 ◽

pp. 339-362

Author(s):

André Tricot ◽

Geneviève Vandenbroucke ◽

John Sweller

Keyword(s):

Cognitive Load ◽

Cognitive Load Theory ◽

Text Comprehension ◽

Load Theory

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Self-Determination and Autonomous Motivation

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-14 ◽

2020 ◽

pp. 262-291

Author(s):

Michael L. Wehmeyer ◽

Karrie A. Shogren

Keyword(s):

Autonomous Motivation ◽

Self Determination

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The Relevance of Neuroscience  to Understanding Achievement in  Special Needs Children

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-30 ◽

2020 ◽

pp. 655-683

Author(s):

James P. Byrnes ◽

Jenifer Taylor Eaton

Keyword(s):

Special Needs ◽

Special Needs Children

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Specific Learning Disabilities as a Working Memory Deficit

Handbook of Educational Psychology and Students with Special Needs ◽

10.4324/9781315100654-3 ◽

2020 ◽

pp. 19-51

Author(s):

H. Lee Swanson

Keyword(s):

Working Memory ◽

Learning Disabilities ◽

Specific Learning Disabilities ◽

Memory Deficit ◽

Specific Learning

Download Full-text

Handbook of Educational Psychology and Students with Special NeedsLatest Publications

TOTAL DOCUMENTS

H-INDEX

Published By Routledge

The Relevance of Expectancy–Value Theory to Understanding the Motivation and Achievement of Students with Cognitive and Emotional Special Needs

Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms

Developmental Disability

Understanding the Development and Instruction of Reading for English Learners with Learning Disabilities1

Conclusion

Examining Academic Self-Concepts and the Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with Mild Intellectual Disabilities

Using Cognitive Load Theory to Improve Text Comprehension for Students with Dyslexia

Self-Determination and Autonomous Motivation

The Relevance of Neuroscience to Understanding Achievement in Special Needs Children

Specific Learning Disabilities as a Working Memory Deficit

Handbook of Educational Psychology and Students with Special Needs
Latest Publications

The Relevance of Expectancy–Value Theory to Understanding the Motivation and Achievement of Students with Cognitive  and Emotional Special Needs

Examining Academic Self-Concepts and the  Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with Mild Intellectual Disabilities

The Relevance of Neuroscience  to Understanding Achievement in  Special Needs Children

Specific Learning Disabilities as a Working Memory Deficit