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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: Sally E. Shaywitz (2004)
Learn about the specific signs of dyslexia in early childhood. Both weaknesses and strengths, in any one individual will vary according to the age and educational level of that person.
By: American Federation of Teachers (2004)
Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten—and then invest in interventions for them.
By: Suzanne Carreker (2004)
This article describes the most common characterists of dyslexia and other learning disorders, and what you can do if you suspect your child has a problem.
By: Kathleen Bulloch (2004)
Classrooms today have students with many special needs, and teachers are often directed to "modify as necessary." The following article takes the mystery out of modifying your teaching strategies with concrete examples that focus on students' organizational skills.
By: LD OnLine (2002)
Motivation is key to school success. Just as the actor asks a director, "What is my motivation, for this scene?," the child turns to teachers, parents, and peers to discover the "why" of learning. Motivation is often defined as a need or drive that energizes behavior toward a goal.
By: Kathleen Ross Kidder (2002)
Many professionals are involved in the diagnosis of LD: psychologists, educational specialists, and other professionals who work in specialized fields such as speech and language. This article identifies licensure requirements and who can diagnose LD and/or ADHD.
By: Steven Graham, Karen R. Harris, and Lynn Larsen (2001)
By: Cynthia Warger (2001)
Many students with learning or reading disabilities find homework challenging. Here are five research-based strategies that teachers can use to help students.
By: Mary Ann Zehr (2001)
There are many children who are eligible for both special education and English as a Second Language instruction, but few models for how to serve these children well. Learn about a program in Clark County, Nevada in which dually trained teachers provide overlapping instruction to meet both these needs.
By: Joanna P. Williams (2000)
Some children can master decoding and still be poor comprehenders. Learn what interventions have been found to help these children read narrative and expository texts more strategically.
By: National Institute for Urban School Improvement (2000)
Inclusion means ensuring that children with disabilities go to school with their non-disabled peers, while providing them with the individual instruction and support they need. In this article, read about inclusion and how it differs from mainstreaming.
By: Coordinated Campaign for Learning Disabilities (2000)
As your child's best advocate, you are in a unique position to identify and implement positive changes. This article gives advice on how to be effective. You should know the rules, keep records, gather information, and communicate effectively.
By: National Dissemination Center for Children with Disabilities (NICHCY) (1999)
Evaluation is used to identify the children who are eligible for special education and the type of help they need. Find out four steps in the evaluation process, from analyzing known information to developing a program.
By: Learning Disabilities Association of America (1998)
For the person with learning disabilities, the process of learning to read can break down with reading mechanics or comprehension, and at any of the specific skill levels.
- For older articles, see the Learning Disabilities Archives >
