Research and Reports
Thirty years ago, the term “learning disability” did not exist. Thanks to researchers around the world, we have made great progress at understanding and giving names to the various disorders that are now recognized as learning disabilities. New research continues, and we’re learning new information all the time. We have gathered together both the latest and most ground breaking articles for this research and reports section.
There are 81 articles in this section.
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Fifty years ago, the learning disabilities (LD) advocacy movement began. This article by Landmark College education professor Dr. Jim Baucom explores the history of the movement and future directions. The article originally appeared on the Washington Post web site on April 12th, 2013.
Past research has shown that children with learning disabilities are at a greater risk of being rejected by their peers than those without LD. This study examines the friendship patterns of children to determine whether or not learning disabilities affect the quality or quantity of friendship.
The good news is that we have had a scientific breakthrough in our knowledge about the development of literacy. We know a great deal about how to address reading problems even before they begin...The tragedy is that we are not exploiting what we know about reducing the incidence of reading failure. Specifically, the instruction currently being provided to our children does not reflect what we know from research.
Teachers play a critical role in identifying and treating ADHD. Their observations form the core of the eventual diagnosis, and their feedback helps shape treatment, especially with stimulant medication. But how knowledgeable are they about ADHD and treatment medications? This study examined teachers about this topic find out the surprising results.
This report describes the adolescent literacy problem (grades 4 to 12), its consequences, and contributing factors. Guiding principles for assessment, instruction, and professional development, as well as recommendations for short-term and future consideration, are also addressed.
A study of 26 students with LD and ADHD, who used the VCU Supported-Education Model, is summarized. Students received intensive education supports such as an Individualized Academic Support Plan.
This exploratory study extends the research on schema-based strategy instruction by investigating its effects on the mathematical problem solving of four middle school students with learning disabilities who were low-performing in mathematics.
A study by the Tulip Financial Group found that self-made millionaires are more likely to be dyslexic. A significant majority of the 5,000 self-made millionaires in Britain reportedly struggled in school. The results come from a study commissioned by the British Broadcasting Company 2 (BBC2) for its series The Mind of A Millionaire.
As public fascination with brain research has grown in recent years, scientists have often warned educators and others who work with children against drawing sweeping conclusions based on the latest findings of neuroscience.
Genetic differences in the brain make learning to read a struggle for children with dyslexia. Luckily, most of our brain development occurs after we're born, when we interact with our environment. This means that the right teaching techniques can actually re-train the brain, especially when they happen early.