The reading and mathematics achievement and specific mathematics competencies of 74 children were followed during second and third grades. Although children with moderate mathematics deficiencies (MMD-only) and children with moderate mathematics and reading difficulties started out at the same level in mathematics, the MMD-only group surpassed the…

In response to a paper on risk and resilience models in learning disabilities research, this article suggests two factors that render this framework appealing to special education researchers: its optimistic empowering nature as the trainability of identified resilience factors is assumed and its emphasis on factors external to the individual that…

Sixth- and seventh-grade students (n=68) with learning disabilities in mathematics received either concrete-to-representational-to-abstract (CRA) or traditional instruction in algebraic transformation equations. Students receiving the CRA instruction outperformed peers receiving traditional instruction on both post-instruction and follow-up tests…

A study involving 28 teachers found Peer-Assisted Literacy Strategies (PALS) enhanced reading performance of first-grade students, although not equally for all learner types. Students who were low-achieving who participated in both PALS and teacher-directed small-group mini-lessons benefited more greatly than students who participated only in…

The career development and disability knowledge of 97 students with learning disabilities from three postsecondary institutions in the Midwest was examined. Students who were eligible for services while in high school generally did not engage in transition planning and their career development activities were limited despite having unique career…

A survey of 218 learning disabilities experts found only 30 percent believed IQ-reading achievement discrepancy should be a marker of reading disability. Over two thirds selected three markers: reading achievement, phonemic awareness, and treatment validity. Over 75 percent believed exclusion criteria should remain part of the definition with…

Twenty-six children (ages 11-13) with spelling deficits, 31 younger spelling-level-matched children, and 31 age-matched children were asked to spell verbs with past tense and progressive markers in dictated sentences and list form. Children with spelling deficits had significant difficulty with inflections as well as spelling inflections and base…

This article contends that educational researchers need to realize that the research process itself is an unregarded intervention beyond any intentional treatment effects or secondary effects on the research participants or other stakeholders. Implications are discussed for conducting and reporting experimental and qualitative research to increase…

A survey of intervention articles published in major learning disabilities journals over the past 5 years found only 18.5 percent of these studies measured the integrity with which treatments were implemented, thus casting doubt on treatment effectiveness. This article discusses treatment integrity logic, threats to experimental validity without…

This article identifies and discusses principles of prevention and intervention in the area of mathematics. Three levels of prevention and intervention are addressed: primary prevention focusing on universal design, secondary prevention focusing on adaptations, and tertiary prevention focusing on intensive and explicit contextualization of…

A daily 5- to 6-minute individual reading fluency intervention with 49 middle school students with learning disabilities used repeated readings focused on phonics, sight phrases, and oral reading. Intervention was for 6-9 months, 10-18 months, or 19-25 months. Significant growth in reading level and reading rate was found for all three of the…

In this study of concept mapping and expository writing, 12 eighth-grade students with reading difficulties composed descriptive essays under three conditions: no-map support, hand-map support, and computer-map support. Both hand-maps and computer-maps resulted in increases in number of words, number of T-units, and holistic writing scores.…

A study compared the reading fluency, comprehension strategies, and content test scores of 16 students with mild disabilities who participated in a nine-week world history class taught using peer tutoring or teacher-directed guided notes. Students who were participated in peer tutoring significantly outperformed the other students on content-area…

In this introductory article, a response-to-instruction approach to learning disabilities (LD) identification is discussed. An overview of the promise and potential pitfalls of such an approach is provided. Benefits include identification of students based on risk rather than deficit and early identification. Questions concern the integrity of the…

A study collected sociometric data in 39 second- through sixth-grade classrooms, 22 of which were engaged in Peer-Assisted Learning Strategies (PALS), a form of peer tutoring. Students with learning disabilities in PALS classes were more socially accepted than those in no-PALS classes and enjoyed the same social standing as controls. (Contains…