1. Paper › Research › Not peer-reviewed
2. Published

   Suitability, validity and reliability of the Siconolfi step test for estimating cardiovascular fitness in rheumatoid arthritis patients.

   Cooney, J. K., Thom, J. M., Moore, J. P. & Ahmad, Y., 1 Jan 2009.

   Research output: Contribution to conference › Paper

3. Published

   Suphasalazine Results in the Formation of Immature Neutrophil Leucocytes in Patients with Rheumatoid Arthritis.

   Delieu, J. M., Bax, D. E. & Horobin, R. W., 1 Jan 2006, p. 408.

   Research output: Contribution to conference › Paper

4. Published

   Systematically increasing contextual interference is beneficial for learning, but how long for?

   Mandzuk, A. A., Mandzuk, A., Lawrence, G. P. & Gottwald, V. M., 29 Apr 2015.

   Research output: Contribution to conference › Paper

5. Published

   Tackling implicit and explicit phonological processing in dyslexia with event-related potentials.

   Thierry, G., 1 Jan 2003.

   Research output: Contribution to conference › Paper

6. Published

   Taking Fluency Based Instructional and Precision Teaching into main stream schools: Some preliminary studies.

   Hughes, E., Hughes, J. C., Whitehead, J. & Beverley, M., 1 Jan 2002.

   Research output: Contribution to conference › Paper

7. Published

   Teaching Children with Autism to Comprehend Text Using Headsprout Reading Comprehension

   Grindle, C. F., Hughes, J. C. & Saville, M., 1 Jan 2011.

   Research output: Contribution to conference › Paper

8. Published

   Teaching Children with Autism to Comprehend Text Using Headsprout Reading Comprehension.

   Grindle, C. F., Hughes, J. C., Saville, M. & Kurzeja, O., 1 Jan 2012.

   Research output: Contribution to conference › Paper

9. Published

   Teaching children with autism to read using Headsprout Early Reading: Implementation in a Special SchoolSetting.

   Grindle, C. F., Hughes, J. C., Saville, M., Chandler, M. & Youngs, R., 1 Jan 2012.

   Research output: Contribution to conference › Paper

10. Published

    Teaching children with autism using conditioned cue-value and response-marking procedures.

    Grindle, C. F. & Remington, B., 1 Jan 2003.

    Research output: Contribution to conference › Paper

11. Published

    Teaching children with autism when reward is delayed. The effects of marking before and after a response.

    Grindle, C. F. & Remington, B., 1 Jan 2003.

    Research output: Contribution to conference › Paper