Notes that in order for full inclusion to occur, children must become genuine members of the class. Discusses how they should be fully engaged and accepted by their peers, not just treated politely and professionally by their teachers. Suggests that it is necessary to break barriers and accept the worries, the fears, the concerns, and the…

Replies on behalf of the authors of a previous article to a critique of their study on foreign language anxiety. Argues that factors other than cognitive-linguistic deficits contribute to problems in foreign language achievement. (Author/VWL)

Evaluates the effects of rater reliability of common IQ and achievement tests on subsequent learning disorder eligibility determinations, particularly with respect to difficulty level of individual subtests and expertise of the scorer. The study corroborates previous findings of strong interrater reliability on most subtests of common IQ and…

In the current study a multiple baseline across tasks design was used to determine if the self-managed academic intervention known as cover, copy, and compare (CCC) could be used to enhance accuracy in identifying parts of the human heart in three students with learning disabilities. Results showed that immediately after implementing the CCC…

Compared the production of inflections for compound nouns among 10- to 18-year-olds with grammatical specific language impairment (G-SLI) with that of normally developing peers. Found that all groups produced irregular plural nouns in compounds (e.g., mice-eater). Normally developing subjects rarely produced regular plural nouns inside compounds…

This introductory article briefly describes each of the following eight articles in this special issue on the neurology and genetics of learning related disorders. It notes the greater appreciation of learning disability as a set of complex disorders with broad and intricate neurological bases and of the large individual differences in how these…

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…

The reliability and validity of 4 approaches to the assessment of children and adolescents with learning disabilities (LD) are reviewed, including models based on (a) aptitude-achievement discrepancies, (b) low achievement, (c) intra-individual differences, and (d) response to intervention (RTI). We identify serious psychometric problems that…

Transition models include components of student self-determination during transition planning meetings. Researchers acknowledge that cultural identity may influence both transition decisions and self-determination strategies. Yet the appropriateness of these approaches for culturally and linguistically diverse students with learning disabilities…

The purpose of this study was to examine the reliability and validity of curriculum-based measures as indicator of growth in content-area learning. Participants were 58 students in 2 seventh-grade social studies classes. CBM measures were student- and administrator-read vocabulary-matching probes. Criterion measures were performance on a knowledge…

More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted…

Research driving the mandates of the current education reform law, No Child Left Behind, indicates a 300% increase during the last 10 years in students being labeled with specific learning disabilities. In addition there has been a dramatic increase in the number of minority students labeled as having learning and emotional disabilities (U.S.…

This article discusses issues of classification and identification, while evaluating some of the continuing controversies about learning disabilities (LD) related to those topics. The author suggests that many problems have to do with confusion between the two. Despite years of effort and an extraordinary increase in the number of individuals…

In this article, the authors discuss how the field of learning disabilities has a past that it will never escape, but it has a future that, if it is predicated on the better parts of its past, will allow the field to continue to contribute to education, including education of students who do not have learning disabilities. Research generated under…