This investigation employs categorical content analysis processes as a mechanism to examine trends and issues in a sampling of highly cited (100+) literature in special education journals. The authors had two goals: (a) broadly identifying trends across publication type, content area, and methodology and (b) specifically identifying articles with…

The Open Science movement has gained considerable traction in the last decade. The Open Science movement tries to increase trust in research results and open the access to all elements of a research project to the public. Central to these goals, Open Science has promoted five critical tenets: Open Data, Open Analysis, Open Materials,…

This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

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…

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…

The concept of Matthew effects in reading development refers to a longitudinally widening gap between high achievers and low achievers. Various statistical approaches have been proposed to examine this idea. However, little attention has been paid to psychometric issues of scaling. Specifically, interval-level data are required to compare…

This article uses a sociocultural perspective of teaching and learning to synthesize previous articles in the series and speculate on future inquiry in the field of learning disabilities. It provides a model showing the expanding sociocultural contexts that frame learning and teaching. (DB)

In the article the author refutes J. Fletcher and P. Satz's analysis of the etiology of reading disability on logical, theoretical, and empirical grounds. (Author/PHR)

In the rejoinder the authors describe the methodological and interpretive factors in the Vellutino et al, experiments which limited the degree to which the studies refuted perceptual deficit hypotheses of reading disability. Note: for more of the interchange see EC 114 687-688. (Author/PHR)

In agreement with Coles (EC 220 146), the article comments on the poor quality of research in the learning disability field, and Coles'"interactivity" theory as an alternative to the neurological-deficit theory which is applied to the problem of classification, intervention, and a societal approach. (DB)

The article responds to three papers (by S. Forness, K. Reid, and W. Kimball and T. Heron) which reacted to two papers by M. Poplin (1988) concerning the reductionist fallacy in learning disabilities and holistic/constructivist principles of the teaching-learning process, with implications for the field of learning disabilities. (DB)

The author of "The Learning Mystique: A Critical Look at Learning Disabilities," responds to critical and supportive reactions (EC 220 147-152) concerning the relevance of cited issues, the role of language, heritability, scientific criteria, poor reading versus true dyslexia, and the promise of his proposed interactivity theory. (DB)

This study reexamined the relationship of auditory and visual cross-modal matching to reading ability in 90 11-year olds. Problems with the methodology of the original study were corrected. Results showed that poor readers had difficulty in perceiving temporal patterns generally and did worse in both cross-modal conditions and intramodal ones.…

Several researchers' assumptions regarding social skills of individuals with learning disabilities are refuted as representing an "either/or" empirical view. A postmodern view is presented, contending that exceptionalities are differentiated by looking at the quality of behaviors and possible antecedents rather than comparing them quantitatively,…