Learning disabilities (LDs) have long been presumed to be a neurological disorder resulting from a deficit in 1 or more cognitive processes. Although the emphasis on cognitive processing disorders has been included in the definition since the term was coined, and although it arguably represents the key distinguishing characteristic of LDs, it also…

Begins by using the traditional psycholinguistic view of comprehension as a framework to compare the processes involved in listening and reading comprehension. Two other views of comprehension are then discussed. Finally, ways in which these different views of comprehension affect approaches to assessment and treatment are reviewed. (Author/CR)

The matching of students with language learning disabilities and dyslexia to appropriate reading materials is discussed, and formal and informal methods are presented for determining reading levels for accuracy, fluency, and comprehension instruction and practice. The Spache Readability Formula, the New Dale-Challe Readability Formula, and…

This article presents the Triune Assessment-Intervention Model (TAIM), which uses the constructs of sensemaking and dynamic literacy as its conceptual framework. The model assesses use of semantics/syntax, phonology/orthography, organization, and scripts/schemas rule systems though analysis of oral and literate discourse events, communication, and…