This study determined the effect of matching children with specific language impairment (SLI) and their peers with typical development (TD) for nonverbal IQ on the IQ test scores of the resultant groups. Studies published between January 2000 and May 2012 reporting standard nonverbal IQ scores for SLI and age-matched TD controls were categorized…

This research synthesis was conducted to understand the effectiveness of interventions designed to improve learning from informational text for students with learning disabilities in elementary school (K-5). The authors identified 18 studies through a comprehensive search. The interventions were evaluated to determine treatment effects and to…

When classifying the evidence base of practices, special education scholars typically appraise study quality to identify and exclude from consideration in their reviews unacceptable-quality studies that are likely biased and might bias review findings if included. However, study quality appraisals used in the process of identifying evidence-based…

Much is known about short-term--but very little about the long-term--effects of reading interventions. To rectify this, a detailed analysis of follow-up effects as a function of intervention, sample, and methodological variables was conducted. A total of 71 intervention-control groups were selected (N = 8,161 at posttest) from studies reporting…

This article synthesizes reading intervention research studies intended for use with struggling or at-risk students to determine which studies adequately address population validity, particularly in regard to the diverse reading needs of English language learners. An extensive search of the professional literature between 2001 and 2010 yielded a…

Traditional methods of integrating special education research (such as narrative reviews and box score analyses) are described, and the procedures involved in meta-analysis, by which findings from previous studies are systematically synthesized, are detailed. Benefits of this approach are noted. (CL)

The article reviews and interprets some of the literature that has investigated the relationships between refractive status and reading and between binocular status and reading. The characterization of the visual process is pointed out as a major research problem. (Author)

An examination of methodologies of 24 follow-up studies of learning disabled persons, charts sample, IQ, treatment type, follow-up length, age at follow-up, dependent measures, and results. The importance of choice of outcome variables on conclusions is emphasized, and the inability to make inferences on treatment efficacy is ascribed to…

The article reviews literature on the information processing model with learning disabled children. Assumptions concerning the role of automaticity, prior knowledge, and executive functioning are questioned. Also discussed are procedures for identifying common denominations, subgrouping, isolating mental components underlying academic change, and…

The characteristics of recent research on learning disabilities were examined in a survey of all articles on learning disabilities published in eight major journals during the last three years. The content areas addressed in this research appear to have changed dramatically from research conducted prior to 1970. (Author)

Research is reviewed regarding the effects of stimulant drugs on academic performance in children who are hyperactive, learning disabled, or both hyperactive and learning disabled. Among conclusions are that, while stimulants may increase, academic test scores are not particularly great, and clincial implications for adults appear minimal.…

This article reviews medical case study research from the United Kingdom, Germany, and the United States that identified characteristics, etiological factors, and treatment methods of reading disorders. It also addresses the validity of case study research from an historic and current-day perspective. (Contains references.) (Author/DB)

The review examines evaluations of the efficacy of special education programs for mildly disabled children. The author suggests that serious methodological flaws make our present knowledge in this area very weak and proposes a methodology to address and overcome many of the limitations of previous research. (Author)

The paper suggests that time-series design methodology provides a useful paradigm in which to conduct research in the learning disabilities field. (Author)

The paper reviews the recent research bearing on the single cause/multiple cause controversy in regard to reading disabilities. The inadequacy of the common practice of comparing a group of disabled readers with a control group is noted. (Author/SW)