Bailey, J., Barton, B., & Vignola, A. (1999). Coping with children with ADHD: Coping styles of mothers with children with ADHD or challenging behaviors. Early Child Development and Care, 148, 35-50. doi:10.1080/0300443991480104
 Bloom, E., & Heath, N. (2010). Recognition, expression, and understanding facial expressions of emotion in adolescents with nonverbal and general learning disabilities. Journal of Learning Disabilities, 43, 180-192. doi:10.1177/0022219409345014
 Chapman, J. W. (1988). Cognitive-motivational characteristics and academic achievement of learning disabled children: A longitudinal study. Journal of Educational Psychology, 80, 357-365. doi:10.1037/0022-0622.214.171.1247
 Dyson, L. L. (1996). The experiences of families of children with learning disabilities: Parental stress, family functioning and sibling self concept. Journal of Learning Disabilities, 29, 280-286. doi:10.1177/002221949602900306
 Ellis, E. S., & Larkin, M. J. (1998). Strategic instruction for adolescents with learning disabilities. In B. Y. L. Wong (Ed.), Learning about learning disabilities (2nd ed., pp. 585-656). San Diego: Academic Press.
 Ellis, E. S., & Siegler, R. S. (1997). Planning as a strategy choice, or why don’t children plan when they should? In S. L. Friedman, & E. K. Scholnick (Eds.), The developmental psychology of planning: Why, how, and when do we plan? (pp. 183-208). Mahwah, NJ: Lawrence Erlbaum.
 Garmezy, N., & Masten, A. S. (1991). The protective role of competence indicators in children at risk. In E. M. Cummings, A. L. Greene, & K.H. Karraker (Eds.), Life-span developmental psychology: Perspectives on stress and coping (pp. 151-174). Hillsdale, NJ: Lawrence Erlbaum.
 Gerber, P. J., Ginsberg, R., & Reiff, H. B. (1992). Identifying alterable patterns in employment success for highly successful adults with learning disabilities. Journal of Learning Disabilities, 25, 475-487. doi:10.1177/002221949202500802
 Gibton, D. (2001). Grounded theory: The meaning of the data analysis process and building theory in qualitative research. In N. Tazabar Ben Yehoshua (Ed.), Traditions and trends in qualitative research (pp. 227-195). Lod: Dvir. (Hebrew)
 Huntington, D. D., & Bender, W. N. (1993). Adolescents with learning disabilities at risk? Emotional well-being, depression, suicide. Journal of Learning Disabilities, 26, 159-166. doi:10.1177/002221949302600303
 Lackaye, T., & Margalit, M. (2006). Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups. Journal of Learning Disabilities, 39, 432-446. doi:10.1177/00222194060390050501
 Lackaye, T., Margalit, M., Ziv, O., & Ziman, T. (2006). Comparisons of self-efficacy, mood, effort, and hope between students with learning disabilities and their non-LD-matched peers. Learning Disabilities Research & Practice, 21, 111-121. doi:10.1111/j.1540-5826.2006.00211.x
 Madaus, J., Gerber, P., & Price, L. (2008). Adults with learning disabilities in the workforce: Lessons for secondary transition programs. Learning Disabilities Research & Practice, 23, 148-153. doi:10.1111/j.1540-5826.2008.00272.x
 Mather, N., & Gregg, N. (2006). Specific learning disabilities: Clarifying, not eliminating, a construct. Professional Psychology: Research and Practice, 37, 99-106. doi:10.1037/0735-7028.37.1.99
 Margalit, M. (1996). Development trends in special education: Promoting coping with loneliness, friendships and sense of coherence. In D. Chen (Ed.), Education towards the twenty-first century (pp. 501 489). Tel-Aviv: Ramot. (Hebrew)
 Margalit, M., Efrati, M., & Danino, M. (2002). Accommodations in exams for students with learning disabilities: Review of the research and its implications. Educational Counseling, 11, 63-48. (Hebrew)
 Mooney, S. P., Sherman, M. F., & Lo Presto, C. T. (1991). Academic locus of control, self-esteem, and perceived distance from home as predictors of college adjustment. Journal of Counseling and Development, 69, 445-448. doi:10.1002/j.1556-6676.1991.tb01542.x
 National Joint Committee on Learning Disabilities (1994). Collective perspectives on issues affecting learning disabilities. Position papers and statements (2nd ed.). Austin, TX: PRO-ED. (ERIC Document Reproduction Service No. ED385079).
 Petti, V. L., Voelker, S. L., Shore, D. L., & Hayman Abello, S. E. (2003). Perception of nonverbal emotion cues by children with non-verbal learning disabilities. Journal of Developmental and Physical Disabilities, 15, 23-36. doi:10.1023/A:1021400203453
 Rothman, H. R., & Cosden, M. (1995). The relationship between self perception of a learning disability and achievement, self-concept and social support. Learning Disability Quarterly, 18, 203-212. doi:10.2307/1511043
 Sobel, S. (2006). The world of figurative language of the learning disabled in treatment: Conceiving the self and the academy, conceiving the learning disability and sense of coherence. MA Thesis, Haifa: Haifa University. (Hebrew)
 Sterbin, A., & Rakow, E. (1996). Self-esteem, locus of control and student achievement. Paper Presented at the Annual Meeting of the Mid-South Educational Research Society, Tuscaloosa, AL, Novem ber 1996.
 Taymans, J., Swanson, H., Schwarz, R., Gregg, N., Hock, M., & Gerber, P. (2009). Learning to achieve: A review of the research literature on serving adults with learning disabilities. The National Institute for Literacy, Washington DC.