The purpose of this review was to update previous reviews on factors related to students' responsiveness to early literacy intervention. The 14 studies in this synthesis used experimental designs, provided small-group or one-on-one reading interventions, and analyzed factors related to responsiveness to those interventions. Participants were…

In this article, we provide an overview of current knowledge on the underlying cognitive deficits associated with mathematics learning disabilities (MLD). We highlight difficulties surrounding the identification of MLD that include inconsistency in defining MLD, comorbidity with other disabilities, problems associated with assessment tools and…

One out of every 11 postsecondary undergraduates report having a disability, and students with learning disabilities are the largest and fastest growing subgroup of this population. Although faculty are becoming more comfortable with providing students with learning disabilities accommodations as mandated by federal law, many instructors are using…

This article provides a review of research in cognitive strategy instruction for improving mathematical problem solving for students with learning disabilities (LD). The particular focus is on one of the salient components of this instructional approach--self-regulation. Seven studies utilizing this approach for teaching problem solving to…

Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…

This article provides a commentary on issues regarding the use of response to intervention (RTI) with English language learners (ELLs). The commentary draws on current literature on reading instruction, ELLs, RTI, and students with learning disabilities and highlights key points from the articles in this special issue. The discussion includes…

Imagine a current HMO that covered only the procedures and diseases recognized by the medical profession in 1950. The thought is ridiculous because in such a rapidly developing field as medicine, no one would expect practice to be frozen at the level of scientific knowledge attained 50 years ago. The author believes this is what has happened in…

Some of the issues that dominated, or at least held sway, in the neuropsychology of learning disabilities (LD) in the 1970s included: the definition of LD, whether there are reliable and valid subtypes of LD, whether and to what extent LD are related to cerebral dysfunction, and whether LD are related to types and/or degrees of psychosocial…

This article reviews the literature on peer relations and social skills of children with learning disabilities (LD). Two risk models are discussed. The single-risk model suggests that for some children with LD, social skills deficits are inherent in the disability. These deficits lead to problems with social relationships, which foster…

For over 30 years, researchers have studied the social-emotional side of learning disabilities (LD). This article highlights the science-based research on three domains of social skills of children with LD: characteristics, interventions, and the impact of policy. The article concludes with concerns regarding the translation of research on…

This article presents a synthesis of articles discussed as part of the research symposium at the 25th international conference on learning disabilities by the Council for Learning Disabilities, October 11, 2003. Educators attempting to keep up with the most recent research readily acknowledge that there is too much to read and too little time for…

This study examined the use of story-mapping to improve the reading comprehension of six third- and fourth-grade students with specific learning disabilities who exhibited reading deficits. Also of interest was whether the effects would maintain once the intervention was discontinued. Using a descriptive, three-phased, single-subject design, the…

This article first describes two types of assessment (problem solving and standard treatment protocol) within a "responsiveness-to-instruction" framework to identify learning disabilities. It then specifies two necessary components (measures and classification criteria) to assess responsiveness-to-instruction, and present pertinent findings from…

As regulations are rewritten regarding school-based learning disabilities identification practices, the components of those practices are likely to change. For example, cognitive assessment and aptitude-achievement discrepancy might be less important. A student's responsiveness-to-intervention (RTI) is emerging as an important construct for…

A review of 38 articles published from 1990 to 2000 on college students with learning disabilities and writing difficulties (LD/WD) found four major topics were discussed: available assistive technology; effectiveness of assistive technology; characteristics and error patterns in the writings of college students with LD/WD; and instructional…