Some children experience more difficulty than others becoming literate, often at great emotional, intellectual, social, and economic cost to themselves, but also to those who love and care for them, and for society at large. The causes of those difficulties and what to do about them have been the source of much research and sometimes heated…

This research synthesizes studies that used a Digitalized Interactive Component (DIC) to assess K-12 student mathematics performance during Computer-based-Assessments (CBAs) in mathematics. A systematic search identified ten studies that categorized existing DICs according to the tools that provided language assistance to students and tools that…

Today 195 countries exist in the world. The purpose of this review was to provide a global picture of the services and opportunities for individuals with dyslexia. The intent was not to provide an exhaustive review of each topic, but rather to provide examples of what is occurring in different countries around the world. Through an Internet…

The double-deficit hypothesis of developmental dyslexia proposes that deficits in phonological processing and naming speed represent independent sources of dysfunction in dyslexia. The present article is a review of the evidence for the double-deficit hypothesis, including a discussion of recent findings related to the hypothesis. Studies in this…

This discussion of issues of definition and classification of attention deficit disorder (ADD) emphasizes the heterogeneity of the diagnosis, the overlap of ADD with reading disability, and lack of consistency across studies. A systematic classification study is proposed to develop a unitary, empirically derived classification for ADD. (Author/DB)

Two classification procedures for identifying children with reading disabilities were compared, differing in their use of intelligence quotient (IQ). Results indicated that abandoning IQ in classification had a very limited impact on the number of children identified as reading disordered, but that use of IQ resulted in more high-IQ children being…

This article discusses research on the traditional use of the IQ-achievement discrepancy to define specific reading disability. It highlights results from a study which found that IQ scores did not differentiate between poor readers who were found to be readily remediated and poor readers who were difficult to remediate. (Contains references.)…

This paper discusses distinguishing learning disabilities and attention deficit hyperactivity disorder (ADHD) from each other and from other problems of childhood; a new conceptual model and working definition for reading disability; distinction between the psychological construct of "attention" and ADHD, the disorder; and the need for a…

Reviews the methods, technologies, and operating tenets of case studies of reading disabilities completed during the late 19th and early 20th centuries. Results suggest that the assumptions of anatomical and functional modularity for cortical processes become guiding principles for diagnosing and correcting reading difficulties. (Author/CR)

The legitimacy of using the criterion of low reading achievement in the study of learning and memory skills with learning disabled children was assessed, based on a comparison of 35 nondisabled students, 15 low readers, and 10 learning disabled high school students. Learning disabilities were defined as encompassing perceptual and/or processing…

This study of 1,657 children (ages 7-16) found that although children with dyslexia had higher intelligence quotient scores than poor readers, the 2 groups did not differ in performance on reading, spelling, phonological processing, or most language and memory tasks. The performance of both reading-disabled groups was significantly below that of…

Three studies investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions and found that the response-to-instruction model tested was valid. Results indicated that children at-risk (n=47) who received specially designed general education instruction had better outcomes…

This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and…