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A learning disability is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. This section provides a wealth of information about learning disabilities, the most common of which is dyslexia — difficulty with language and reading. Be sure to also visit our sister site LD OnLine, the leading website on learning disabilities for parents, teachers, and other professionals.
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By: Reading Rockets (2009)
By: Louisa Moats and Carol Tolman (2008)
Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1) phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.
By: LD OnLine (2008)
By: Reading Rockets (2008)
Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside of the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.
By: Voice of America (2008)
Teachers and parents should suspect dysgraphia if a child's handwriting is unusually difficult to read. Find out more about this neurological problem that can cause physical pain as some children struggle to write.
By: Regina G. Richards (2008)
Eli, a young boy, tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli's mom), explains how to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER (Prepare, Organize, Write, Edit, Revise) and providing authentic positive comments that move the child forward.
By: The Access Center (2008)
Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It's an effective educational strategy for classrooms of diverse learners, including students with disabilities, because it promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).
By: Access Center (2008)
This brief provides an overview of computer-assisted instruction and looks at how writing software can help students with developing ideas, organizing, outlining, brainstorming, and minimizing the physical effort spent on writing so that students can pay attention to organization and content.
By: Access Center (2008)
Writing is a highly complex language skill. Without skilled, systematic instruction, many students — particularly those with disabilities — may not become proficient writers. At stake is access to the general education curriculum. This brief discusses developmental stages, why writing may pose particular challenges for students with disabilities, and what areas should be the focus for remediation.
By: Dale S. Brown and Karen Ford (2007)
Here are some concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students with learning disabilities. Incorporate these suggestions and you will reach many more students.
By: International Dyslexia Association (2007)
Do you think your child or student might have dyslexia? "Dyslexia Basics," a factsheet by International Dyslexia Association," tells you the definition, symptoms, causes and effects. Find out how to help.
By: FPG Child Development Institute (2007)
Can teachers and parents of preschoolers identify learning problems early enough to prevent problems later in school? The Recognition & Response model helps adults know what to look for and how to help, so that later remediation and special education may not be necessary.
By: Roxanne F. Hudson, Leslie High, and Stephanie Al Otaiba (2007)
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading difficulty and support the child’s learning.
By: The Access Center (2007)
The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.
By: Dale S. Brown (2007)
Three research based practices help students with learning disabilities improve their writing. Read this interview with Steve Graham, author of Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School who explains how you can help your students succeed in communicating through the written word.
By: CAST (2006)
An important change in special education law in 2004 was the inclusion of NIMAS, the National Instructional Materials Accessibility Standard. This new regulation requires educational publishers to provide textbooks and other print materials in a digital format, so that students who have trouble with print can access the curriculum.
By: National Joint Committee on Learning Disabilities (2006)
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or younger. The document was developed for researchers, administrators, and people who need an academic overview.
Professional school counselors can be more effective in their work with parents of students with disabilities — as well as with the students themselves, the students’ teachers, and other students — if they understand parental perspectives. Parents' areas of concern are described, and implications for school counselors are discussed.
By: Amy Milsom (2006)
The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive school experiences for students with disabilities and suggestions for intervention efforts.
By: Linda D. Webb and Robert. D Myrick (2006)
This article describes a six-session group counseling pilot intervention to help students with attention deficit hyperactivity disorder (ADHD) understand its effects on their classroom performance and to learn and practice a repertoire of school success skills. Children are lead on a "journey" in which they learn they are different travelers in the world of education and often take alternate routes to their destinations (academic, personal-social, and career goals).
- For older articles, see the Learning disabilities Archives >
