Garcia-Sanchez, J.-N., & Fidalgo-Redondo, R. (2006). Effects of Two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy. Learning Disability Quarterly, 29, 181-211.
http://dx.doi.org/10.2307/30035506

has been cited by the following article:

• TITLE: A Comparative Analysis of Cognitive and Psychosocial Functioning in Children with Writing Disabilities

  AUTHORS: Anastasia Alevriadou, Stergiani Giaouri

  KEYWORDS: Cognitive Functions, Psychosocial Functioning, Learning Disabilities, Written Language Process, Critical Measurement Issues

  JOURNAL NAME: Psychology, Vol.7 No.2, February 5, 2016

  ABSTRACT: The purpose of the study was to investigate the relationship between the Test of Detection and Investigation of Attention and Concentration, the Test of Executive Function (Simos et al., 2007a,b) and the Test of Psychosocial Adjustment and Self-Report Scale (Hatzichristou et al., 2007), in a sample of 44 Greek 5th grade students with writing disabilities. The results in our study indicated that there were significant Pearson correlations ranged from 0.39 to 0.43 between cognitive, academic and social factors. Additionally, regression analysis indicated that certain scales of the Test of Attention and Concentration have predictive power to emotional sufficiency (t = 2.001, p