Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…

The primary goal of the present systematic review was to examine the criteria and measures used for assessing students with "specific comprehension deficit" (SCD) who have adequate decoding skills but still perform poorly on reading comprehension assessments. From a systematic review of 32 studies, we found four predominant selection…

The main purpose of this study was to validate the curriculum-based measure "Indicadores de Progreso de Aprendizaje en Matemáticas" (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM…

The purpose of this study was to classify Korean readers into subgroups based on their reading achievement and to examine the relationships between these subgroups and a set of cognitive-linguistic variables. The reading achievement and cognitive-linguistic skills of 394 elementary school students were measured and the data were analyzed by…

The current study examined a solution to high false positive reading risk classification rates in early kindergarten by investigating a method of identifying students with possible false positive risk classifications and returning them to general classroom instruction. Researchers assessed kindergarten students (N = 105) identified as at risk who…

The purpose of this article was to describe an initial step developing a new scale to identify individuals with learning disabilities (LD) and test anxiety. Eighty-eight students answered the "Minnesota Multiphasic Personality Inventory-2" (MMPI-2). The participants were drawn from the following three groups: (a) adults with LD and test…

The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…

The purpose of the current study was to examine academic and cognitive profiles of first graders who responded adequately and inadequately to intensive small-group reading intervention (Tier 2), as well as assess how these profiles differ based on the criteria used for classification of unresponsiveness. Nonresponders were identified using two…

The purpose of the present study was to investigate the presence of teacher biases with regard to identification of students with learning disabilities (LD). Factors related to teachers' gender, age, and experience, along with children's gender, were investigated. Results suggested that teacher gender is associated with biases with regard to…

Patterns of memory dysfunction were determined in 50 middle school learning disabled readers (LD) through a hierarchical cluster analysis. Results were consistent with memory capacity theories of LD and provided external validation for classification of LD readers on psychometric measures according to patterns of memory performance. (Author/DB)

This article discusses issues of classification and identification, while evaluating some of the continuing controversies about learning disabilities (LD) related to those topics. The author suggests that many problems have to do with confusion between the two. Despite years of effort and an extraordinary increase in the number of individuals…

A recent overview of the field of learning disabilities (Torgesen, 2004) laid out several issues that will likely consume the field for the foreseeable future, including problems of definition and etiology, differentiation of learning disabilities from other disabilities, and issues in identification and service delivery. It has been approximately…

Expert systems are briefly reviewed and applications in special education diagnosis and classification are described. Future applications are noted to include text interpretation and pupil performance monitoring. (CL)

In the first of two articles, the author discusses purposes of and problems involved in diagnosing learning disabilities (LD). Sections focus on three topics: the relationship between LD diagnosis and other assessment activity, the objectives of diagnostic classification, and specific conceptual concerns regarding the LD label. (Author/SBH)

The relationship between intraindividual discrepancy and exceptionality was studied in 248 children in first through sixth grades. Results revealed a significant relationship between discrepancies and exceptionalities, though a relatively low strength of association was found. (Author/SBH)