Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

In a sample of 104 Norwegian ninth-grade students, we examined whether perceived reading efficacy and reading task value uniquely predicted the comprehension of a social studies text after variance associated with gender, achievement in the domain, topic knowledge, deeper strategies, and surface strategies had been removed through forced-order…