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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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The Influence of Sociodemographics and Gender on the Disproportionate Identification of Minority Students as Having Learning Disabilities

The Strategic Spelling Skills of Students with Learning Disabilities: The Results of Two Studies

Mathematical Problem-Solving Profiles of Students with Mathematics Disabilities With and Without Comorbid Reading Disabilities

Supplemental Instruction in Decoding Skills for Hispanic and Non-Hispanic Students in Early Elementary School: A Follow-up

A Multisource Exploration of the Friendship Patterns of Children With and Without Learning Disabilities

Past research has shown that children with learning disabilities are at a greater risk of being rejected by their peers than those without LD. This study examines the friendship patterns of children to determine whether or not learning disabilities affect the quality or quantity of friendship.

School-University Partnerships in Special Education Field Experiences: A National Descriptive Study

Curriculum-Based Assessment Procedures Embedded Within Functional Behavioral Assessments: Identifying Escape-Motivated Behaviors in a General Education Classroom.

Evidence-Based Education

Number Sense: Rethinking Arithmetic Instruction for Students with Mathematical Disabilities

This article demonstrates how the number sense concept can offer a useful framework for conceptualizing interventions that will significantly enhance mathematics instruction for students with mathematical disabilities.

Dose-Response Effects of Methylphenidate on Ecologically Valid Measure of Academic Performance and Classroom Behavior in Adolescents with ADHD

Medical and Nonmedical Stimulant Use Among Adolescents: From Sanctioned to Unsanctioned Use

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.

Inclusion and Students with Learning Disabilities

What Science Offers Teachers of Reading

A Cross-National Study of Teachers Attributional Patterns

Social Promotion and Students with Disabilities

Demand Grows to Link Neuroscience with Education

As public fascination with brain research has grown in recent years, scientists have often warned educators and others who work with children against drawing sweeping conclusions based on the latest findings of neuroscience.

Whole Language Lives On: The Illusion of Balanced Reading Instruction

An Attributional View of Student Outcomes: What Do Teachers Think?

Drop Out Rates of Teenagers with Learning Disabilities

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