Specific Language Impairment (SLI) is associated with reading difficulties. The evidence to support this association, typically, is drawn from studies of elementary school children. Additionally, the extent of the relationship between language and reading skills during adolescence is not yet clear. This study aimed to examine the word reading and…

The present paper reports a secondary analysis of data from a published randomised controlled trial. This paper compares the outcomes of children with specific language impairment (SLI) and those with a general delay (GD) following participation in either an oral language intervention or a phonology with reading intervention. Sixty-eight children…

This article discusses culturally responsive frameworks, principles, pedagogy, and curriculum for general and special educators who work with culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally responsive teaching has critical features that could benefit CLD students with LD. For example, culturally…

The whole village must take responsibility for the education of its children and youth. This is particularly critical for children from culturally and linguistically diverse (CLD) backgrounds with learning disabilities (LD). Since the establishment of the LD category, there have been different and conflicting rationalizations for the extremely…

This article addresses the important topic of culturally proficient/responsive school administrators for culturally and linguistically diverse (CLD) students with learning disabilities (LD). Culturally proficient/responsive school administrators with knowledge and strong leadership skills in multicultural education are essential to impact school…

An exploratory factorial analysis of the Multicultural and Special Education Survey (MSES) evaluated the professional development training needs of general and special educators in a midwestern state. Survey items were selected from the culturally and linguistically diverse multicultural, bilingual and special education literature bases (CLD). The…

The overall effectiveness of the culturally relevant and responsive education (CRRE) professional development program in the Los Angeles Unified School District (LAUSD) was evaluated. Recruitment procedures included general and special educators and school administrators as participants. The "CRRE Observation Coding Scheme" and reflective field…

The focus of this study was to explore primary teachers' attitudes and perceptions toward their training experiences, instructional practices, and supports received in their schools toward working with students with dyslexia in Portugal. Primary school teachers from the centre of Portugal, working with children between the first and fourth grades,…

When solving basic number fact problems (e.g., 4x5=20), students with mathematical learning disabilities (MLDs) make qualitatively different kinds of errors than both typically achieving and low-achieving students. This study explores the origin of these qualitative differences through a detailed analysis of one student with an MLD. Data were…

Although there is an ongoing debate about which achievement feedback is most useful, the majority of researchers agree that social comparisons and a focus on competition are inappropriate for students with learning disabilities and otherwise academically-challenged students. They are highly at-risk to be unfavorably influenced by inappropriate…

The aim of this research brief was to explore the efficacy of story mapping, with the integration of Kidspiration[C] software, to enhance the reading comprehension skills of story grammar components for elementary-age students. Three students served as the participants, two in third grade and one in fourth, with specific learning disabilities…

The evaluative feedback teachers provide to learners may reference (a) individual learning progress (individual feedback), (b) social comparisons (social feedback), or (c) task criteria (criterial feedback). Various models have been proposed to explain the effects various forms of feedback have on learning and motivation with partly contradictory…

This study investigated whether processing speed, short-term memory, and working memory accounted for the differential mental addition fluency between children typically achieving in arithmetic (TA) and children at-risk for failure in arithmetic (AR). Further, we drew attention to fluency differences in simple (e.g., 5 + 3) and complex (e.g., 16 +…

Reading Recovery (RR) is a widely used first grade intervention program for students who are struggling with literacy skills. With its component strategies, teacher training, high degree of fidelity of treatment, specified timeline, and cut-off score defining which students have succeeded, RR fits the problem-solving approach of the…

An important goal of research on specific learning disorders (such as dyslexia, or specific reading disability, or dysgraphia, or specific writing disorder) is to elucidate the universal characteristics and cross-linguistic and cross-cultural differences of literacy acquisition and disability. However, despite the acknowledged necessity of…