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Research and Reports

Thirty years ago, the term “learning disability” did not exist. Thanks to researchers around the world, we have made great progress at understanding and giving names to the various disorders that are now recognized as learning disabilities. New research continues, and we’re learning new information all the time. We have gathered together both the latest and most ground breaking articles for this research and reports section.

There are 81 articles in this section.

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"Learning Disabilities" Movement Turns 50

Fifty years ago, the learning disabilities (LD) advocacy movement began. This article by Landmark College education professor Dr. Jim Baucom explores the history of the movement and future directions. The article originally appeared on the Washington Post web site on April 12th, 2013.

Dyslexia and the DSM-5 (Diagnostic and Statistical Manual of Mental Disorders)

The Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association, includes codes for all mental health disorders currently recognized. Small changes in the DSM can have a major impact on how conditions are understood and treated. Revisions to the 5th edition, to be released in May, 2013, include changes to the name and types of learning disabilities that are identified within the document. Between now and June 15, 2012, the DSM-5 Development team welcomes comments and questions on these changes.

Effective Reading Interventions for Kids With Learning Disabilities

Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.

Research Results: Depression in Children with Learning Disabilities

Dr. John Maag, an expert on depression in kids with learning disabilities, discusses research on the topic.

Adolescent Literacy and Older Students with Learning Disabilities

This report describes the adolescent literacy problem (grades 4 to 12), its consequences, and contributing factors. Guiding principles for assessment, instruction, and professional development, as well as recommendations for short-term and future consideration, are also addressed.

The Documentation Disconnect for Students With Learning Disabilities: Improving Access to Postsecondary Disability Services

A Report from the National Joint Committee on Learning Disabilities*

Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools

Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools offers eleven recommendations to teachers on how they can instruct 4th to 12th grade students to write well. Learn about three recommendations that are particularly helpful to students with learning disabilities.

Recognition and Response: An Early Intervening System for Young Children At-Risk for Learning Disabilities

Some young children show signs that they may not be learning in an expected manner, even before they begin kindergarten. These children may exhibit problems in areas such as language development, phonological awareness, perceptual-motor abilities, and attention, which have been considered precursors of learning disabilities in older children. However, under current state and federal guidelines, these children are unlikely to meet eligibility criteria for having a learning disability. This is because formal identification of a child's learning disability generally does not occur until there is a measurable discrepancy between the child's aptitude and academic achievement, often not until the second or third grade.

Enhancing Outcomes for Struggling Adolescent Readers

With so much required of high schools today, there is little time or money to spend on the students who lack basic skills. This article presents important factors leading to success for struggling adolescent readers, taken from successful reading programs.

Dissecting Dyslexia

Genetic differences in the brain make learning to read a struggle for children with dyslexia. Luckily, most of our brain development occurs after we're born, when we interact with our environment. This means that the right teaching techniques can actually re-train the brain, especially when they happen early.

Reading Failure: Research on Reading and the Brain

Intervention Research and Bridging the Gap Between Research and Practice

Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

State and District-Wide Assessments and Students with Learning Disabilities: A Guide for States and School Districts

This report highlights issues and offers guidance on sound implementation of state and district-wide assessments to ensure equal access by students with learning disabilities.

An Effective Model for College Students with Learning Disabilities and Attention Deficit Hyperactivity Disorders

A study of 26 students with LD and ADHD, who used the VCU Supported-Education Model, is summarized. Students received intensive education supports such as an Individualized Academic Support Plan.

Gifted Learners and the Middle School: Problem or Promise?

Dyslexia: What Brain Research Reveals About Reading

GAO Special Education Disputes

Are Dyslexia and Wealth Linked? Study Finds Individuals with Dyslexia More Likely to Be Millionaires

A study by the Tulip Financial Group found that self-made millionaires are more likely to be dyslexic. A significant majority of the 5,000 self-made millionaires in Britain reportedly struggled in school. The results come from a study commissioned by the British Broadcasting Company 2 (BBC2) for its series The Mind of A Millionaire.

An Exploratory Study of Schema-Based Word-Problem-Solving Instruction for Middle School Students with Learning Disabilities: An Emphasis on Conceptual and Procedural Understanding

This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of four middle school students with learning disabilities who were low-performing in mathematics.

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