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Peer-Reviewed
Working memory, math performance, and math anxiety.
Psychonomic Bulletin & Review, 14(2), 243–248.
Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development.
PLOS ONE, 12(7), e0181858.
Dyscalculia: From brain to education.
Science, 332(6033), 1049–1053.
The modified abbreviated math anxiety scale: A valid and reliable instrument for use with children.
Frontiers in Psychology, 8, 11.
The chicken or the egg? The direction of the relationship between mathematics anxiety and mathematics performance.
Frontiers in Psychology, 6, 1987.
A meta-analysis of the relations between curriculum-based measures in mathematics and criterion measures.
School Psychology Review, 54(3), 275–290. (Print volume published 2025.)
The Science of Math: A framework for evidence-based mathematics instruction.
TEACHING Exceptional Children, 56(1), 6–11.
Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning.
Scientific Studies of Reading, 18(1), 5–21.
Handwriting development, competency, and intervention.
Developmental Medicine & Child Neurology, 49(4), 312–317.
Comprehensive cognitive assessments are not necessary for the identification and treatment of learning disabilities.
Archives of Clinical Neuropsychology, 34(3), 258–267.
Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years.
Psychology in the Schools, 40(2), 155–171.
Consequences, characteristics, and causes of mathematical learning disabilities and persistent low achievement in mathematics.
Journal of Developmental & Behavioral Pediatrics, 32(3), 250–263.
Decoding, reading, and reading disability.
Remedial and Special Education, 7(1), 6–10.
The abbreviated math anxiety scale (AMAS): Construction, validity, and reliability.
Assessment, 10(2), 178–182.
Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions.
Journal of Communication Disorders, 43(6), 456–473.
Frequency of reading, math, and writing disabilities in children with clinical disorders.
Learning and Individual Differences, 16(2), 145–157.
Source of co-occurrence frequency data for reading, math, and writing disabilities across clinical disorders. Note: the ADHD–dysgraphia prevalence statistics (56–61%, 92%) are from Mayes et al. (2019) — see separate entry below.
High prevalence of dysgraphia in elementary through high school students with ADHD and autism.
Journal of Attention Disorders, 23(8), 787–796.
Source of 56–61% age-range dysgraphia prevalence figures and 92% graphomotor weakness statistic in students with ADHD/autism.
Challenges in identifying target skills for math disability screening and intervention: Lessons from the math wars.
Developmental Neuropsychology, 32(3), 929–954.
Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning (2nd ed.).
Brookes Publishing.
Are Texas diagnosticians guided to evidence-based practices in assessment? An analysis of state guidance documents.
Literature Reviews in Education and Human Services, 4(2), 41–54.
Bilingual English-Spanish Assessment (BESA) / Dynamic assessment of narrative ability in children.
Cited for dynamic assessment and bilingual narrative frameworks.
Working memory and mathematics: A review of developmental, individual difference, and cognitive approaches.
Learning and Individual Differences, 20(2), 110–122.
Subgrouping poor readers on the basis of individual differences in reading-related abilities.
Journal of Learning Disabilities, 36(2), 151–164.
Differentiating the neural response to intervention in children with dyslexia.
Annals of Dyslexia, 70, 1–19.
⚠ Verify Confirm this is the correct Odegard et al. (2020) paper cited in dyslexia_reference — may reference a different publication from this author group.
The cognitive foundations of learning to read: A framework for preventing and remediating reading difficulties.
Australian Journal of Learning Difficulties, 24(1), 75–93.
Comorbidity of reading disability and attention-deficit/hyperactivity disorder: Critical comments and meta-analysis.
Scientific Studies of Reading, 4(3), 243–264.
The double-deficit hypothesis for the developmental dyslexias.
Journal of Educational Psychology, 91(3), 415–438.
Advanced Applications of Curriculum-Based Measurement.
Guilford Press.
Dyslexia identification: Texas legislative trends in prevalence rate of students by school district locale.
Texas Education Review, 12(2).
A preliminary investigation of dynamic assessment with Native American kindergartners.
Language, Speech, and Hearing Services in Schools, 31(2), 142–154.
The Science of Math.
Published resource on fluency-based math instruction and mastery measurement.
Cited for developmental writing stage model and transcription automaticity framework.
Specific work: see Berninger & Wolf (2009) below for primary attribution.
Teaching Students with Dyslexia and Dysgraphia: Lessons from Teaching and Science.
Paul H. Brookes Publishing.
The development of graphomotor skills.
In A. Henderson & C. Pehoski (Eds.), Hand Function in the Child: Foundations for Remediation (2nd ed., pp. 217–236). Mosby Elsevier.
Conference Presentations
Functional impact statements in FIE reports [Conference presentation].
Texas Educational Diagnosticians' Association (TEDA) Annual Conference, Austin, TX.
Dyscalculia identification: A five-domain framework [Conference presentation].
Texas Educational Diagnosticians' Association (TEDA) Annual Conference, Austin, TX.
⚠ This framework is an emerging clinical tool. It is not a TEA-adopted standard. Use professional judgment. Texas does not have a separate eligibility category for dyscalculia.
Dysgraphia identification and assessment: Graphomotor and orthographic pathways [Training / presentation].
ESC Region 11, Fort Worth, TX.
Language difference vs. language disorder in bilingual learners [Conference presentation].
Texas Educational Diagnosticians' Association (TEDA) Annual Conference, Austin, TX.
Core-Selective Evaluation Process (C-SEP) [Training framework and practice handbook].
First published in DiaLog (journal of the Texas Educational Diagnosticians' Association), 2015. Updated 2024 handbook available at csep.online.
Analysis of TEA SLD Guidance Document (January 2025) — MDT emphasis [Conference session].
Texas Educational Diagnosticians' Association (TEDA) Annual Conference, Austin, TX.
TEA & State Documents
Guidance for the Comprehensive Evaluation of Specific Learning Disabilities.
Texas Education Agency, Austin, TX.
Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders (2024 ed.).
Texas Education Agency, Austin, TX.
House Bill 3928 / HB 3928 FAQ (TEA, 2023) — Dyslexia, dysgraphia, and dyscalculia terminology in evaluation and IEP documents.
88th Texas Legislative Session. TEA FAQ published 2023.
Federal Law & Legal
IDEA §614(b)(3)(A) — Evaluation procedures; §300.309 — Criteria for SLD identification.
20 U.S.C. §1414; 34 C.F.R. §300.309.
Dear Colleague Letter: Use of the terms dyslexia, dyscalculia, and dysgraphia in IDEA evaluation, eligibility, and IEP documents.
U.S. Department of Education, Washington, D.C.
5th Circuit case affirming IDEA's focus on whether a student is receiving FAPE, not on disability labels — relevant to dual eligibility determinations.
United States Court of Appeals for the Fifth Circuit.
⚠ Cited as paraphrase of holding. Verify exact wording against slip opinion before quoting directly.
Foundations for Success: The Final Report of the National Mathematics Advisory Panel.
U.S. Department of Education, Washington, D.C.
Books & Handbooks
Essentials of Processing Assessment (2nd ed.).
Wiley.
Working Memory and Academic Learning: Assessment and Intervention.
Wiley.
Essentials of Cross-Battery Assessment (3rd ed.).
Wiley.
Essentials of Assessing, Preventing, and Overcoming Reading Difficulties.
Wiley.
Overcoming Dyslexia (2nd ed.).
Knopf.