The processes used in identifying/diagnosing specific learning disabilities (SLDs) vary across settings and classification systems. Moreover, the theoretically and mathematically derived identification models (i.e., discrepancy model) have thus far not demonstrated adequate reliability and validity. The present study explores the utility of…

Objective: This study explored how psychologists in Australia assess and diagnose adults with dyslexia. Psychologists' understandings about dyslexia were recorded alongside the tools used for diagnosing adults with dyslexia (and how these differ from practices with young people). Training experiences and influential factors on diagnostic…

We examined longitudinal relations between 1st-grade cognitive predictors (early nonverbal reasoning, processing speed, listening comprehension, working memory, calculation skill, word-problem solving, word-reading fluency, attentive behavior, and numerical cognition) and 2nd-grade academic outcomes (calculations, word-problem solving, and word…

It is important to identify cognitive and achievement characteristics that differentiate students who are twice exceptional because they are gifted and have a learning disability (2e-LD) from gifted and average ability peers because this information informs empirically-based identification and support systems for this population. In this study, I…

The Ability Achievement Discrepancy model remains the primary identification method used by school personnel. This study examined identification of a specific learning disability using the Ability Achievement Discrepancy model with the Woodcock-Johnson IV (WJ-IV). Two different test scores can be used to represent the ability construct: one that…

This study aimed to investigate the association of locus of control (LOC) with reading and mathematics achievement of high school students with disabilities using data from the Special Education Elementary Longitudinal Study (SEELS). Data used in analysis for the current study included achievement and self-concepts measures from students with…

Assessment of specific learning disabilities (SLD) in educational settings is one important function of a school psychologist. The federal definition of SLD describes "underlying cognitive processing deficits" as part of the assessment criteria, that is also incorporated in several states' SLD eligibility criteria, that is difficult to…

Learning disabilities are currently conceptualised as involving underlying weaknesses in cognitive processing, which has prompted growing interest in cognitive interventions that may alleviate learning challenges. One such programme , the Arrowsmith programme, targets a broad array of cognitive domains, but has not been evaluated. This study…

Students with specific learning disabilities (SLDs) represent a large proportion of those receiving special education services in U.S. schools, but the relationship between student-level variables and SLD identification is still not well understood. The purpose of this study was to examine the extent to which data collected as part of a…

This study compared the effectiveness of Orton Gillingham (OG) tutoring and National Institute for Learning Development Educational Therapy (NILD). A randomized controlled trial using 27 participants determined whether academic and cognitive outcomes differed between the groups over a 9-month period. Participants had designated learning…

Students who are gifted and have a learning disability (GLD) may not be identified, in part because of disagreement regarding appropriate identification criteria. In this study, suggested GLD identification criteria were applied to a nationally representative sample of school-age students to determine the number and characteristics of students…

The purpose of this article is to understand the decision-making processes by assessment personnel when choosing instruments to evaluate students with learning disabilities. Eight school personnel responsible for the evaluation of students in Texas participated in face-to-face, semistructured interviews. The instruments chosen were based on a…

Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap…

This study investigated literacy learning in students with specific kinds of language challenges at a specific stage of schooling--transition to high school--when the language requirements of the curriculum can be especially challenging. For this exploratory research, a case study approach was adopted that compared 2 adolescent boys both with…

Recent research suggests that most 4-year college students diagnosed with specific learning disability (SLD) do not meet objective criteria for the disorder, show normative deficits in academic skills, or have childhood histories of SLD. The purpose of this study was to examine the functioning of students diagnosed with SLD attending community…