This review documents the learning disabilities (LD) identification criteria and procedures utilized in empirical research including students with LD published from 2001 to 2013 in three journals dedicated to the study of LD. Results reveal several troublesome findings related to transparency in reporting and the coherence of the LD construct.…

This brief report summarizes research on dyslexia. It is intended to provide an initial look at this common type of learning disability that impacts 1 in 5 students. Included in the brief are links to the original source material and to supplementary resources and videos to learn more.

This review provides an introduction to response to intervention (RTI), including how it is defined, reasons for its growing popularity, an introduction to an emerging body of research, a brief discussion of what it all means, and suggestions about directions for future research. [This was originally published as part of a larger study, "The…

What is mathematical learning disability (MLD)? The reviews in this special issue adopt different approaches to defining the construct of MLD. Collectively, they demonstrate the current status of efforts to establish a consensus definition and the challenges faced in this endeavor. In this commentary, we reflect upon the proposed pathways to…

Applies the judgment analysis technique (JAN) to the decision-making procedure of learning disabilities (LD) specialists. Each group of learning disabilities specialists, as formed by JAN, represented a different judgmental policy or a different construct of learning disabilities. (Author/RK)

The author reviews problems in the field of learning disabilities. (Author/SBH)

The Individuals with Disabilities Act (Individuals with Disabilities Education Improvement Act; IDEIA, 2004) has been reauthorized, and new parameters for defining learning disabilities (LD) have been established that provide more flexibility for corresponding state and local regulations. The field now has a unique opportunity to shape the…

Reviews research on learning disabilities. Evaluates the adequacy of the knowledge base. Discusses the implications for social policies regarding the definition, diagnosis, treatment, and education of learning disabled children. (Author/BJV)

While the term "learning disability" awaits clarification, the authors have mounted an interdisciplinary effort to identify and treat children who suffer the immature development syndromes that trigger underachievement in educational tasks. Describes "vulnerable" children, who were studied by the Learning Disorders Unit of New York University…

Analysis of 85 journal articles and 36 doctoral theses disseminated in Canada revealed that the functionalist definition of learning disability and the assumption of specific etiology remain fixed in Canadian special education research. This finding suggests the need to introduce an ecological perspective in future studies of learning disability.…

The heterogeneous nature of learning disabilities has led to confusion regarding their definition and their intervention. Although the law protects adults with learning disabilities both in the workplace and classroom, it provides only a broad definition that has been subject to many interpretations. There is a paucity of longitudinal research on…

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…

Position papers of the National Joint Committee on Learning Disabilities during 1981-1994 and information about this committee's history, mission, and operational procedures are presented. The position papers and statements are as follows: "Learning Disabilities: Issues on Definition" (1981); "In-service Programs in Learning…

Howard Gardner and others have continued to expand on Gardner's theory of multiple intelligences (MI), a broad range of abilities people use to learn, solve problems, and create. Whereas most past studies and practical applications of MI theory have focused on learners in grades K-12, recent projects are extending MI to adult education. For…