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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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.
Dyslexia: What Brain Research Reveals About Reading
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.
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.
Experts Agree Parents' Role Critical But Polarized On Disorder's Cause
GAO Special Education Disputes
Gifted Learners and the Middle School: Problem or Promise?
Gifted Students with Learning Disabilities: A Review of the Issues
High School Programs as Perceived by Youth with Learning Disabilities
How Many Adults Really Have Learning Disabilities?
Inclusion and Students with Learning Disabilities
Informed Instruction for Reading Success: Foundations for Teacher Preparation
Instructional Grouping for Reading for Students with LD: Implications for Practice
Teachers' grouping practices during reading instruction can serve as a critical component in facilitating effective implementation of reading instruction and inclusion of students with disabilities in general education classes. In this article, we provide an overview of the recent research on grouping practices (whole class, small group, pairs, one-on-one) during reading instruction for students with disabilities.
Interpersonal Understanding of Students with LD
Intervention Research and Bridging the Gap Between Research and Practice
Large-Scale Study Finds Poor Math, Science Instruction
Late-Emerging Reading Disabilities
LD, Interpersonal Understanding and Social Behavior in the Classroom
