This article addresses the nature of dyslexia and best practices for identification and treatment within the context of multitier systems of support (MTSS). We initially review proposed definitions of dyslexia to identify key commonalities and differences in proposed attributes. We then review empirical evidence for proposed definitional…

A risk to develop a learning disability has been shown to run in families. Having a positive family history of learning disability seems to account for mean differences in achievement outcomes (reading, math) in that children with a positive family history score significantly lower compared to their peers with no such family history. However, the…

In recent years, teachers in Western countries have developed beliefs and attitudes related to working with students with specific learning disabilities (LD) that may be critical in shaping their educational practices with them; however, their beliefs and attitudes differ across political and geographical contexts and may be influenced by specific…

The primary goal of this review is to highlight current research and theories describing the neurobiological basis of math (MD), reading (RD), and comorbid math and reading disability (MD+RD). We first describe the unique brain and cognitive processes involved in acquisition of math and reading skills, emphasizing similarities and differences in…

It is explained that many factors are involved in producing a child with learning difficulties. (Author/SBH)

The author contends that the current evidence for an attentional deficit explanation of learning disability must be evaluated cautiously. (Author/CL)

Sixty-two learning disabled children (6 to 19 years old) were subgrouped according to etiology--neurocognitively impaired and neurocognitively intact. The two groups were found to be intellectually different from one another, as the impaired scored much lower on a general intelligence test than the intact. (Author/SB)

A close examination of theories dominant in the field of learning disabilities in the 1960s showed that the role of theory in learning disabilities research has been unproductive in enhancing our understanding of the causes of learning disabilities. (Author)

Among conclusions of this review of findings regarding contemporary neuropsychology and cerebral hemisphere specialization as related to learning disabilities are: (1) differential specialization occurs very early; (2) anomalous hemispheric specialization is not necessarily associated with cognitive deficit; and (3) left- and right-hemisphere…

Fundamental assumptions concerning the cause of learning disabilities are described and criticized. At a broader level, research and theory in three different paradigms are discussed: (1) neuropsychological; (2) information processing; and (3) applied behavior analysis. Four recommendations for future progress in the conceptualization and…