Ardasheva, Y., Thomas, R., Tretter, T. R., & Kinny, M. (2012). English language learners and academic achievement: Revisiting the threshold hypothesis language learning. Language Learning: A Journal of Research in Language Studies, 62(3), 769–812.
Benner, A. D., & Graham, S. (2011). Latino adolescents’ experiences of discrimination across the first two years of high school: Correlates and influences on educational outcomes. Child Development, 82(2), 508–519.
Bregman, H. R., Malik, N. M., Page, M. J., Makynen, E., & Lindahl, K. M. (2013). Identity profiles in lesbian, gay, and bisexual youth: The role of family influences. Journal of Youth & Adolescence, 42(3), 417–430.
Brittian, A. S., O’Donnell, M., Knight, G. P., Carlo, G., Umana-Taylor, A. J., & Roosa, M. W. (2013). Associations between adolescents’ perceived discrimination and prosocial tendencies: The mediating role of Mexican American values. Journal of Youth and Adolescence, 42(3), 328–341.
Cardemil, E. V. (2010). The complexity of culture: Do we embrace the challenge or avoid it? The Scientific Review of Mental Health Practice: Objective Investigations of Controversial and Unorthodox Claims in Clinical Psychology, Psychiatry, and Social Work, 7(2), 41–47.
Chase-Lansdale, P. L., Cherlin A. J., & Kiernan, K. E. (1995). The long-term effects of parental divorce on the mental health of young adults: A developmental perspective. Child Development, 66(6), 1614–1634.
Collier, K. L., van Beusekom, G., Bos, H. W., & Sandfort, T. M. (2013). Sexual orientation and gender identity/expression-related peer victimization in adolescence: A systematic review of associated psychosocial and health outcomes. Journal of Sex Research, 50(3/4), 299–317.
Fletcher, J. M., Denton, C., & Francis, D. J. (2005) Validity of alternative approaches for the identification of learning disabilities: Operationalizing unexpected underachievement. Journal of Learning Disabilities, 38(6), 545–552.
Fleury, V. P., Hedges, S., Hume, K., Browder, D. M., Thompson, J. L., Fallin, K., … & Vaughn, S. (2014). Addressing the academic needs of adolescents with autism spectrum disorder in secondary education. Remedial and Special Education, 35, 68–79.
Francis, A. (2012). Stigma in an era of medicalisation and anxious parenting: How proximity and culpability shape middle-class parents’ experiences of disgrace. Sociology of Health & Illness, 34(6), 927–942.
Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, J., & Davis, G. N. (2008). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: Findings from the first-grade longitudinal reading study of the National Research Center on learning disabilities. Reading and Writing, 21, 413–436.
Fuchs, L. S., Fuchs, D., Powell, S. R., Seethaler, P. M., Cirino, P. T., & Fletcher, J. M. (2008). Intensive intervention for students with mathematics disabilities: Seven principles of effective practice. Learning Disability Quarterly: Journal of the Division for Children with Learning Disabilities, 31(2), 79–92.
Gorman, B. (2012). Relationships between vocabulary size, working memory, and phonological awareness in Spanish-speaking English language learners. American Journal of Speech-Language Pathology, 21(2), 109–123.
Karla, K., Stuebing, K. K., Fletcher, J. M., Branum-Martin, L., & Francis, D. J. (2012). Evaluation of the technical adequacy of three methods for identifying specific learning disabilities based on cognitive discrepancies. School Psychology Review, 41(1), 3–22.
Marsh, H. W. (1990). Two-parent, stepparent, and single-parent families: Changes in achievement, attitudes, and behaviors during the last two years of high school. Journal of Educational Psychology, 82(2), 327–340.
Miciak, J., Fletcher, J. M., Stuebing, K. K., Vaughn, S., & Tolar, T. D. (2014). Patterns of cognitive strengths and weaknesses: Identification rates, agreement, and validity for learning disabilities identification. School Psychology Quarterly, 29(1), 21–37.
Mustanski, B., Birkett, M., Greene, G. J., Hatzenbuehler, M. L., & Newcomb, M. E. (2014). Envisioning an America without sexual orientation inequities in adolescent health. American Journal of Public Health, 104(2), 218–225.
Rogers, L. O., Zosuls. K. M., Halim, M. L., Ruble, D., Hughes, D., & Fuligni, A. (2012). Meaning making in middle childhood: An exploration of the meaning of ethnic identity. Cultural Diversity & Ethnic Minority Psychology, 18(2), 99–108.
Sohr-Preston, S. L., Scaramella, L. V., Martin, M. J., Neppl, T. K., Ontai, L., & Conger, R. (2013). Parental socioeconomic status, communication, and children’s vocabulary development: A third-generation test of the family investment model. Child Development, 84(3), 1046–1062.
Spencer, S., Clegg, J. & Stackhouse, J. (2012). Language and disadvantage: A comparison of the language abilities of adolescents from two different socioeconomic areas. International Journal of Language & Communication Disorders, 47(3), 274–284.
Sundar, P., Todd, S., Danseco, E., Kelly, L., & Cunning, S. (2012). Toward a culturally responsive approach to child and youth mental health practice: Integrating the perspectives of service users and providers. Canadian Journal of Community Mental Health, 31(1), 99–113.
Tisak, M. S., Tisak, J., & Laurene, K. R. (2012). Children's judgments of social interactive behaviors with peers: The influence of age and gender. Social Psychology of Education: An International Journal, 15(4), 555–570.
West-Olatunji, C., Shure, L., Garrett, M. T., Conwill, W., & Rivera, E. (2008). Rite of passage programs as effective tools for fostering resilience among low-income African American male adolescents. Journal of Humanistic Counseling, Education, & Development, 47(2), 131–143.
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