The need for effective approaches for identifying English language learners with learning disabilities is great and growing. Meeting this need is complicated by recent developments in the field of learning disabilities that are unrelated to the English language learning status, and by limitations in existing knowledge specific to the…

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning…

Comparison of the ability of 74 children with and 19 children without learning disabilities (LD) at three age levels to identify expressions of emotions through facial, posture, and gesture cues found that LD children identified fewer emotions but did show some age progression. Some emotions were more readily identified than others. Most gender…

One hundred students (ages 6-8) described similarities and differences among exemplars of different categories, identified the categories, and named the exemplars. Large performance differences were found between normally achieving and mildly retarded groups and between mildly retarded and learning-disabled groups, with small performance…