Empirical studies investigating supplemental reading interventions for students with or at risk for reading disabilities in the early elementary grades have demonstrated a range of effect sizes. Identifying the findings from high-quality research can provide greater certainty of findings related to the effectiveness of supplemental reading…

There is increasingly negative sentiment against IQ-achievement discrepancy as a method to identify children with learning disabilities (LD) and, more broadly, intelligence as an explanation of poor academic performance. The evidence for this latter view was examined by reviewing 13 studies involving 1,542 children who were at risk or reading…