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Journal articles on the topic 'Specific Learning Disabilities (SLD)'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Eseadi, Chiedu, and Boitumelo M. Diale. "Examining Career Transitioning among Students with Specific Learning Disabilities." International Journal of Special Education (IJSE) 38, no. 3 (2023): 82–94. http://dx.doi.org/10.52291/ijse.2023.38.41.

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The career transitioning of students with specific learning disabilities (SLD) has not been commendable. People with SLD are overrepresented in unskilled work and underrepresented in managerial and professional occupations as compared to their non-disabled peers. This research paper discusses the career transitioning of students with SLD with regard to existing research concerning knowledge, attitudes and perceptions about these students. It examined ways of preparing and supporting students with SLD towards their transition into the world of work. Additionally, it examined how important caree

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Bonti, Eleni, Christina E. Bampalou, Eleni M. Kouimtzi, and Zacharias Kyritsis. "Greek Young Adults With Specific Learning Disabilities Seeking Learning Assessments." Learning Disability Quarterly 41, no. 2 (2017): 119–26. http://dx.doi.org/10.1177/0731948717727439.

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The purpose of this study is to investigate the reasons why Greek young adults with Specific Learning Disabilities (SLD) seek learning assessments. The study sample consisted of 106 adults meeting Diagnostic and Statistical Manual of Mental Disorders criteria for SLD. Data were collected through self-report records (clinical interview) of adults with SLD as well as from case records that included information on cognitive and learning assessment. The majority of the participants mentioned academic issues regarding different types of academic exams as the main referral reason for learning assess

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Jacobs-Connell, J. Diane. "Counseling Clients with Specific Learning Disabilities to Overcome Employer Resistance." Journal of Applied Rehabilitation Counseling 20, no. 1 (1989): 3–7. http://dx.doi.org/10.1891/0047-2220.20.1.3.

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Due to the large variance in needs, skills, and characteristics of learning disabled adults, there is confusion concerning how vocational counselors can most effectively help clients with specific learning disabilities (SLD) establish fulfilling careers. This situation is further complicated by the fact that employers are resistant to hiring SLD adults. This paper provides: (1) an overview of SLD including a definition, legal considerations, and the impact of employer resistance; (2) guidelines for distinguishing between 3 types of SLD adults-those with mild, moderate, and severe learning disa

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İnce, Merve, Ruken Özaydın, İrem Kaplan, Nisa Nur Atıcı, and Neşe Uygun. "Raising Awareness of Prospective Preschool Teachers about Specific Learning Disabilities." Journal of Elementary Education 2, no. 2 (2024): 135–60. https://doi.org/10.5281/zenodo.14018037.

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In Turkey, the recognition, evaluation and diagnosis of the symptoms of specific learning disabilities (SLD) are carried out during primary school. Academic difficulties of a child with SLD may cause self-confidence problems and adaptation problems at school. One of the important reasons for the late recognition and diagnosis of SLD is that teachers do not have sufficient knowledge about the symptoms of SLD in children. The study was designed to determine the awareness levels of prospective preschool teachers about specific learning disabilities, to draw attention to what the characteristics o

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Velázquez-Ramos, Magdalys, Israel Sánchez-Cardona, and Cynthia García Coll. "Social Position Variables of Specific Learning Disabilities: A National Perspective." Hispanic Journal of Behavioral Sciences 40, no. 4 (2018): 504–15. http://dx.doi.org/10.1177/0739986318788562.

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This article examined the association between social position variables (i.e., Hispanic, health insurance coverage, and poverty rates) on the prevalence of specific learning disabilities (SLD) in students between 3 and 21 years of age. We used the 2012 to 2013 U.S. population data from the U.S. Department of Education, Office of Special Education Program, and the American Community Survey for the 50 states, Puerto Rico, and Washington, D.C. Results indicate that states with higher rates of Hispanics were related to higher rates of SLD, while lower rates of no health insurance coverage were rel

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Maki, Kathrin E., and Sarah R. Adams. "Specific Learning Disabilities Identification: Do the Identification Methods and Data Matter?" Learning Disability Quarterly 43, no. 2 (2019): 63–74. http://dx.doi.org/10.1177/0731948719826296.

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Specific learning disabilities (SLD) identification has consistently been shown to be problematic; however, research has largely focused on SLD identification using test scores only. The present study, therefore, examined SLD identification decisions across identification methods and student evaluation data levels, including test scores, background information, and observations. Participants included 461 school psychologists who were randomly assigned to one of 12 conditions to make identification decisions. Results indicated that response to intervention (RtI) methods resulted in greater iden

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Poletti, Michele, Elisa Carretta, Laura Bonvicini, and Paolo Giorgi-Rossi. "Cognitive Clusters in Specific Learning Disorder." Journal of Learning Disabilities 51, no. 1 (2016): 32–42. http://dx.doi.org/10.1177/0022219416678407.

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The heterogeneity among children with learning disabilities still represents a barrier and a challenge in their conceptualization. Although a dimensional approach has been gaining support, the categorical approach is still the most adopted, as in the recent fifth edition of the Diagnostic and Statistical Manual of Mental Disorders. The introduction of the single overarching diagnostic category of specific learning disorder (SLD) could underemphasize interindividual clinical differences regarding intracategory cognitive functioning and learning proficiency, according to current models of multip

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Wiliyanto, Dian Atnantomi, Gunarhadi Gunarhadi, Fadjri Kirana Anggarani, Munawir Yusuf, and Subagya Subagya. "Development of augmented reality-based learning models for students with specific learning disabilities." Cypriot Journal of Educational Sciences 17, no. 8 (2022): 2915–26. http://dx.doi.org/10.18844/cjes.v17i8.7845.

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This study aims to develop a learning model based on augmented reality applications to overcome barriers to learning mathematics for Students with Specific Learning Disabilities (SLD) in Inclusive Schools. This study uses a 4D model with the development of an AR-based learning model involving ten expert validators, and the respondents employed in the analysis of data collection needs at the specified stage are 40 Special Education Teachers (STC) who teach SLD students in inclusive schools. The results of this study indicate that research on the achievement of the learning process shows that th

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Barone, Cipriana, and Alina Narcisa Crișan. "A crisis in our classrooms: the urgent need to redefine specific learning disabilities." Journal of Educational Sciences & Psychology 15 (76), no. 2 (2024): 79–84. https://doi.org/10.51865/jesp.2024.2.08.

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The identification of Specific Learning Disabilities (SLD) has remained a controversial and deeply flawed process for decades. Even though the federal definition of SLD has not changed since 1968, the methods used to identify students with SLD have evolved, often in ways that introduce confusion, inequity, and inefficiency. The disconnect between theory and practice has led to the misidentification of millions of students, robbing them of the chance for timely and appropriate interventions. For the 2.3 million students currently identified with SLD under the Individuals with Disabilities Educa

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Fyodorova-Radicheva, Maya. "PECULIARITIES OF THE SELF-CONCEPT IN STUDENTS WITH SPECIFIC LEARNING DISABILITIES." Proceedings of CBU in Social Sciences 2 (October 24, 2021): 112–18. http://dx.doi.org/10.12955/pss.v2.209.

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Specific learning disabilities (SLD) in adolescence are a key area for the successful application of the principles of integrated education. However, there are not many studies on the topic, which is a key indicator of the relevance of this study. The study presented in this article aims to detect and analyze the presence of characteristic features in the concept of self in students with SLD in middle school age (from 10 to 16 years of age). In order to establish characteristic features and peculiarities, an adapted version of the Q-sorting methodology was used. This method includes sorting ca

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Tzuriel, David, Hani Schorr-Edelsztein, and Nirit Bauminger-Zvieli. "Modifiability in Emotional Understanding Among Children With Learning Disabilities." Journal of Cognitive Education and Psychology 17, no. 2 (2018): 135–50. http://dx.doi.org/10.1891/1945-8959.17.2.135.

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Children with specific learning disabilities (SLD) exhibit specific difficulties in high-order components of emotional understanding that involve language (e.g., recognition of complex emotions from situations), or defining emotions and providing examples. The objectives of the current study were to study (a) modifiability of emotional understanding using a short-term mediation program aimed at enhancing emotional understanding among children with SLD as compared with typically developing (TD) children, (b) the correlation of language ability with emotional understanding. A sample of 64 boys w

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Weis, Robert, Lauryn Sykes, and Devanshi Unadkat. "Qualitative Differences in Learning Disabilities Across Postsecondary Institutions." Journal of Learning Disabilities 45, no. 6 (2011): 491–502. http://dx.doi.org/10.1177/0022219411400747.

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Many college students receiving accommodations for specific learning disability (SLD) do not meet objective criteria for the disorder. Furthermore, whether students meet criteria depends on the diagnostic decision model used by their clinician. The authors examined whether the relationship between diagnostic model and likelihood of meeting objective criteria is moderated by students’ postsecondary institution. They administered a comprehensive psychoeducational battery to 98 undergraduates receiving accommodations for SLD at 2-year public colleges, 4-year public universities, and 4-year privat

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Al-Dababneh, Kholoud Adeeb, and Eman K. Al-Zboon. "Understanding Impulsivity Among Children With Specific Learning Disabilities in Inclusion Schools." Learning Disability Quarterly 41, no. 2 (2017): 100–112. http://dx.doi.org/10.1177/0731948717726497.

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Impulsive behavior is a characteristic of children with specific learning disabilities (SLD), and is related to learning ability. The present study aims to identify impulsivity behavior in children with SLD who attend inclusion schools, from their resource room teachers’ perspectives. A 31-item questionnaire that addressed four subscales was designed, and the study sample consisted of 103 resource room teachers of children with SLD from various inclusion schools in Al-Zarqa city in Jordan. The results revealed that the main problem was related to lack of premeditation, followed by lack of pers

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Eseadi, Chiedu, and Boitumelo M. Diale. "Perspective on career assessment tools for evaluating students with specific learning disabilities." Journal of Advanced Guidance and Counseling 4, no. 2 (2023): 81–98. http://dx.doi.org/10.21580/jagc.2023.4.2.18255.

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Purpose - The purpose of this research was to examine career assessment tools for evaluating students with specific learning disabilities (SLDs).Method - The paper adopted a narrative literature review of research papers connected to assessment tools for SLD students. Among the databases looked at were Pubmed, Google Scholar, Index Copernicus, and PsycINFO.Result - The results emphasize the need for assessment tools to take certain domains of difficulty into consideration when evaluating the interests and skills of students with SLDs and profiling the learning characteristics linked with the i

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Hande, Vasudha, and Shantala Hegde. "Deficits in musical rhythm perception in children with specific learning disabilities." NeuroRehabilitation 48, no. 2 (2021): 187–93. http://dx.doi.org/10.3233/nre-208013.

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BACKGROUND: A specific learning disability comes with a cluster of deficits in the neurocognitive domain. Phonological processing deficits have been the core of different types of specific learning disabilities. In addition to difficulties in phonological processing and cognitive deficits, children with specific learning disability (SLD) are known to have deficits in more innate non-language-based skills like musical rhythm processing. OBJECTIVES: This paper reviews studies in the area of musical rhythm perception in children with SLD. An attempt was made to throw light on beneficial effects o

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Jacobs, Alice E., and Deborah J. Hendricks. "Job Accommodations for Adults with Learning Disabilities: Brilliantly Disguised Opportunities." Learning Disability Quarterly 15, no. 4 (1992): 274–85. http://dx.doi.org/10.2307/1511318.

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The job accommodation needs of adults with a specific learning disability (SLD) are examined through an analysis of cases handled by the consultants at the Job Accommodation Network, an international accommodation information service of the President's Committee on Employment of People with Disabilities. Case examples are included, which provide practical solutions to common situations involving adults with a SLD in the employment environment. The final section lists useful resources available to those involved in making accommodations for people with a SLD.

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Javorsky, James, Richard L. Sparks, and Leonore Ganschow. "Perceptions of College Students with and without Specific Learning Disabilities about Foreign Language Courses." Learning Disabilities Research & Practice 7, no. 1 (1992): 31–44. https://doi.org/10.1177/093889829200700106.

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Study examined the perceptions of students with and without SLD who had taken foreign language courses in high school or college about their own foreign language skills, needs, and attitudes. Results showed that college students with SLD perceived themselves as less capable and possessing fewer skills to master the oral and written language requirements and content of foreign language courses. Both groups perceived that specific nontraditional instructional modifications would be beneficial in learning a foreign language. No differences in motivation to learn a foreign language were found betw

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Cristofani, Paola, Maria Chiara Di Lieto, Claudia Casalini, et al. "Specific Learning Disabilities and Emotional-Behavioral Difficulties: Phenotypes and Role of the Cognitive Profile." Journal of Clinical Medicine 12, no. 5 (2023): 1882. http://dx.doi.org/10.3390/jcm12051882.

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Specific Learning Disabilities (SLD) are often associated with emotional-behavioral problems. Many studies highlighted a greater psychopathological risk in SLD, describing both internalizing and externalizing problems. The aims of this study were to investigate the emotional-behavioral phenotype through the Child Behavior Checklist (CBCL), and evaluate the mediating role of background and cognitive characteristics on the relationship between CBCL profile and learning impairment in children and adolescents with SLD. One hundred and twenty-one SLD subjects (7–18 years) were recruited. Cognitive

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Zemančíková, Vladimíra, and Ivana Mikulová. "Problem Behaviour of Pupils with Specific Learning Disabilities in Teachers’ Reflections." New Educational Review 70, no. 4 (2022): 145–55. http://dx.doi.org/10.15804/tner.2022.70.4.12.

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The research aimed to find out the manifestations and rate of occurrence of problem behaviour among pupils with specific developmental learning disabilities in teachers’ reflections. Differences in the rate of occurrence of pupils’ problem behaviour were compared with regard to their current level of education, position in the class, and academic achievement. Data were gathered by content analysis of text documents – pupil pedagogical profiles including the Conners Rating Scale for teachers (1969, 1999). Data were processed by SPSS, the method of statistical inference, Mann-Whitney U-test, and

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Poon-McBrayer, Kim Fong. "Rhetoric, Accountability, Advocacy: Postschool Transition of Students With Specific Learning Difficulties in Hong Kong." Australasian Journal of Special Education 37, no. 1 (2013): 4–18. http://dx.doi.org/10.1017/jse.2013.4.

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The international literature reflects the significance of transition services for postschool outcomes of students with disabilities. In 2008, the Hong Kong Government introduced a policy to support students with disabilities, especially those with specific learning difficulties (SLD), to transition to postschool life in inclusive settings. This article focuses on the status of policy implementation in Hong Kong and its link to the higher education participation of students with SLD. Analyses are based on expectations of policymakers for school practices in transition services, parental experie

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Polak, Nimrod, and Ephraim S. Grossman. "Exploring Psychological Distress Among Individuals with Specific Learning Disabilities: The Impact of Age, Gender, and Disability Type." Disabilities 4, no. 4 (2024): 1044–64. https://doi.org/10.3390/disabilities4040065.

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Background: Extensive research indicates that individuals with learning disabilities are more prone to experiencing heightened levels of emotional difficulties and distress. Objective: This study aimed to investigate the relationships between specific learning disabilities (SLDs) and psychological distress (PD), particularly focusing on the predictive power of difficulties in reading, writing, and arithmetic on PD, while also considering the effects of gender and age. Methods: The sample consisted of 133 participants (73 male) aged 23–44 years (M = 34.41, SD = 9.69), with 56 officially diagnos

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Obradovic, Svetlana, and Nadezda Krstic. "Teachers’ intuition and knowledge in detecting specific learning disabilities." Zbornik Instituta za pedagoska istrazivanja 44, no. 2 (2012): 316–31. http://dx.doi.org/10.2298/zipi1202316o.

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The aim of the study was to investigate primary school teachers? proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD). Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a) discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD) or (b) concordance between general abilities and achievement (the group of purportedly harmonic chi

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Ganschow, Leonore, and Richard Sparks. "The Foreign Language Requirement." Learning Disabilities Research & Practice 2, no. 2 (1987): 116–23. https://doi.org/10.1177/093889828700200209.

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In this article, the authors examine the foreign-language requirement in college and its impact on universities and students with specific learning disabilities (SLD). Issues explored include reasons that learning a foreign language might be difficult, an hypothesis for SLD foreign-language learning “subtypes,” factors that might affect SLD students ' ability to learn a second language, a description of expectations for second-language learning in college, and ways universities are dealing with these issues. Suggestions for approaches faculty, students, and universities might take to deal with

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Aeloor, Deepak. "Fruit-Fly Optimization Algorithm for Disability-Specific Teaching Based on Interval Trapezoidal Type-2 Fuzzy Numbers." International Journal of Fuzzy System Applications 9, no. 1 (2020): 35–63. http://dx.doi.org/10.4018/ijfsa.2020010102.

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Student-centric learning methodology is vital in handling specific learning disabilities (SLD) that spotlight students for the teaching-learning process, improve the effectiveness of the learning and respond to the student's need. The educational psychologist with diverse skills diagnoses a SLD in different ways which contribute to decision-making. As a result, the deviation between each decision maker matrix has to be lowered to find the optimal weights. The proposed model develops the fruit fly optimization algorithm (FOA) based on the interval trapezoidal type-2 fuzzy number (ITrT2FN). Sinc

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Beaujean, A., Nicholas Benson, Ryan McGill, and Stefan Dombrowski. "A Misuse of IQ Scores: Using the Dual Discrepancy/Consistency Model for Identifying Specific Learning Disabilities." Journal of Intelligence 6, no. 3 (2018): 36. http://dx.doi.org/10.3390/jintelligence6030036.

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The purpose of this article is to describe the origins of patterns of strengths and weaknesses (PSW) methods for identifying specific learning disabilities (SLD) and to provide a comprehensive review of the assumptions and evidence supporting the most commonly-used PSW method in the United States: Dual Discrepancy/Consistency (DD/C). Given their use in determining whether students have access to special education and related services, it is important that any method used to identify SLD have supporting evidence. A review of the DD/C evidence indicates it cannot currently be classified as an ev

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Shecter-Lerner, Michal, Orly Lipka, and Marlyn Khouri. "Attitudes and Knowledge About Learning Disabilities: A Comparison Between Arabic- and Hebrew-Speaking University Students." Journal of Learning Disabilities 52, no. 3 (2019): 247–58. http://dx.doi.org/10.1177/0022219419836397.

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Recently, there has been a significant increase in the number of students with specific learning disabilities (SLD) in postsecondary institutions. The current study investigated attitudes toward and knowledge about SLD among students from different cultural and educational backgrounds. The study included 113 students (63 Arabic speakers and 50 Hebrew speakers) working toward bachelor’s degrees in different faculties and departments at a university in northern Israel. Findings indicated that both Arabic- and Hebrew-speaking students had some knowledge regarding SLD and agreed with positive stat

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Al-Zboon, Eman, Kholoud Al-Dababneh, and Haitham Baibers. "Curriculum implemented for students with specific learning disabilities in Jordanian resource rooms." International Journal of Special Education (IJSE) 37, no. 2 (2022): 150–59. http://dx.doi.org/10.52291/ijse.2022.37.48.

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"The purpose of this qualitative study is to examine the curriculum implemented in resource rooms for students with specific learning disabilities in Jordan. Multiple data collection methods were used during this study: semi-structured interviews with 35 teachers, document analysis of 35 timetables and 350 individual education plans (IEPs), and field observations of 35 resource rooms. The results revealed that the curriculum field for students with learning difficulties is disorganized, random, and not comprehensive. There is an obvious lack of competence among teachers regarding working in an

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Punišić, Silvana, Ljiljana Jeličić, and Slavica Maksimović. "Dyslexia and Dysgraphia - The Importance of Early Recognition of Specific Disabilities in Reading and Writing." Reflexia 2, no. 2 (2022): 27–36. http://dx.doi.org/10.32591/refl.2022.0202.01027p.

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Specific reading disorder (dyslexia) and specific writing disorder (dysgraphia), in recent literature categorized as specific learning disabilities (SLD), manifest when starting school, and persist throughout schooling, affecting academic achievement and other spheres of functioning. The frequency of SLD ranges from 5 to 20% with a tendency to increase. Reading and writing disorders, which can basically be dyslexia and dysgraphia, need to be diagnostically differentiated from unmastered techniques - which also negatively affect which also negatively affect the learning of school subjects. Alth

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Polak, Nimrod, and Ephraim S. Grossman. "The Inherent Shield: Learning-Based Stress Symptoms Among People Diagnosed with Specific Learning Disability and Its Relationship with Dispositional Mindfulness." Societies 14, no. 11 (2024): 236. http://dx.doi.org/10.3390/soc14110236.

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Background: Past research suggests that individuals with learning disabilities experience higher levels of emotional difficulties. Objective: The aim of the current study was to investigate the relationships between specific learning disabilities (SLDs) and learning-based stress symptoms (LBSSs). Further, this study examines whether dispositional mindfulness (DM) can be used as a moderating factor for these symptoms resulting from the same stressful learning experience. Methods: The sample consisted of 133 participants (73 male) aged 23–44 years (M = 34.41; SD = 9.69). In this sample, 56 repor

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Akkuş, Serdar, Ayla Uzun Cicek, İlknur Ucuz, and Cansu Mercan Işık. "Prevalence of psychiatric comorbidity and related variables in children with specific learning disabilities." Cukurova Medical Journal 49, no. 3 (2024): 521–34. http://dx.doi.org/10.17826/cumj.1399849.

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Purpose: Psychiatric comorbidity is more common in specific learning disabilities (SLDs) than in the general population. It is extremely common. Psychiatric disorders associated with SLD cause more cognitive, social, and emotional difficulties, further impair functionality and worsen prognosis. This study aimed to examine the frequency of psychiatric comorbidity and the sociodemographic characteristics and clinical variables associated with comorbidity in children with SLD. Materials and Methods: This study included 226 children and adolescents aged 7-17 years who were diagnosed with specific

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Efondo, Rosemarie. "Assessing Learners' Difficulties and Teacher Competence in Identifying the Characteristics of Specific Learning Disabilities in an Inclusive Education Program." Psychology and Education: A Multidisciplinary Journal 31, no. 9 (2025): 998–1011. https://doi.org/10.5281/zenodo.14836510.

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This study examined the difficulties faced by learners and the competence of teachers in identifying characteristics of Specific Learning Disabilities (SLD) within an inclusive education program at Lila Central Elementary School Cluster, Lila District, Bohol Division, for the school year 2023–2024. The research aimed to address gaps in teacher preparedness and provide actionable strategies for improving support for learners with SLDs, serving as the basis for a comprehensive intervention plan. The study employed a descriptive-correlational research design to explore relationships between

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Bisarya, Dr Sarika. "Case Study Analysis of Dyslexia and Dysgraphia in a 10-Year-Old Male: Intervention and Outcomes." INTERANTIONAL JOURNAL OF SCIENTIFIC RESEARCH IN ENGINEERING AND MANAGEMENT 09, no. 01 (2025): 1–9. https://doi.org/10.55041/ijsrem40967.

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Specific Learning Disabilities (SLD) represent a range of persistent difficulties in acquiring academic skills, often evident in areas like reading, writing, and mathematics. This study presents a detailed case analysis of a 10-year-old male diagnosed with mixed scholastic difficulties, specifically dyslexia and dysgraphia. The participant exhibited significant challenges with reading and writing, including issues with mirror images of letters and spelling errors, impacting academic performance. Comprehensive assessments, including the Malin’s Intelligence Scale for Indian Children (MISIC) and

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Rajan, Nishanth, Priya Jose, Peter Prasanth Kumar Kommu, and Shanthi Kannan. "Prevalence of specific learning disability in children and its association with somatic symptom disorder – data from a tertiary care centre of South India." Journal of Current Research in Scientific Medicine 10, no. 1 (2024): 79–83. http://dx.doi.org/10.4103/jcrsm.jcrsm_92_23.

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Abstract Background: Specific learning disability is one of the neurodevelopmental disorders with problems in one of the basic skills such as reading, writing, and arithmetic. Identifying at an early age can lead to a proper referral and reduce the occurrence of psychosomatic symptoms. Materials and Methods: This study aimed to estimate the prevalence of specific learning disability (SLD) in children aged 6–14 years who presented to the pediatric outpatient department (OPD) and to find out the association between SLD and somatic symptom disorder. A retrospective hospital-based study was done i

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Gartland, Debi, and Roberta Strosnider. "The Use of Response to Intervention to Inform Special Education Eligibility Decisions for Students With Specific Learning Disabilities." Learning Disability Quarterly 43, no. 4 (2020): 195–200. http://dx.doi.org/10.1177/0731948720949964.

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This is an official position paper of the National Joint Committee on Learning Disabilities (NJCLD), of which the Council for Learning Disabilities has been a long-standing, active member. Response to intervention (RTI) is a critical component of a multi-tiered service delivery system. This NJCLD paper presents concerns related to the implementation of RTI and its use as the sole method of evaluation to determine the identification and eligibility for special education as a student with a specific learning disability (SLD) and implications for transition.

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Popham, Michelle, Simone Adams, and Janie Hodge. "Self-Regulated Strategy Development to Teach Mathematics Problem Solving." Intervention in School and Clinic 55, no. 3 (2019): 154–61. http://dx.doi.org/10.1177/1053451219842197.

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Many secondary students with specific learning disabilities (SLD) struggle with mathematics problem solving. When students with SLD are taught to use effective problem-solving strategies, their ability to solve mathematics word problems improves. The purpose of this article is to provide a guide for secondary teachers to implement self-regulated strategy development (SRSD) to teach mathematics problem-solving strategies to secondary students with SLD. The specific problem-solving strategy described in this article is SOLVE, which stands for Study the problem, Organize the facts, Line up a plan

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Moreno-Torres, M. "Neuropsychological Profiles to Achieve Cultural Justice for Hispanic Children with Specific Learning Disabilities (SLD)." Archives of Clinical Neuropsychology 34, no. 7 (2019): 1263. http://dx.doi.org/10.1093/arclin/acz029.30.

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Abstract Objective The purpose of this poster is to illustrate the use of a method based on a neuropsychological pattern of strengths and weaknesses (PSW) to identify specific learning disabilities (SLD) in Puerto Rican Hispanic children. The Discrepancy/Consistency Method (D/CM) (Naglieri, 2011; Naglieri & Otero, 2017) helps to identify neuropsychological processes underlying academic difficulties instead of acquired skills, which are determined by culture and language. The D/CM is a reliable approach to evaluate cultural and linguistic minorities. Participants and Method This case series

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Elias, Eric. "Muddled Measurement: A Historical Perspective on Questionable Practices in School Psychology’s Assessment of Learning Disabilities." Canadian Journal of School Psychology 36, no. 2 (2021): 142–52. http://dx.doi.org/10.1177/0829573521999946.

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As school psychologists we are well trained with using and interpreting a variety of psychometric instruments, yet there are several studies that indicate that school psychologist’s interpretive practices veer off the intended path. The application of assessment to the process of identification of specific learning disabilities (SLD) has been noted as one of the more problematic areas in psychoeducational assessment for myriad reasons. While the medical field has begun to focus on de-implementing ineffective practices, the field of psychology has not followed as readily. This article considers

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Katz, Lauren A., C. Addison Stone, Joanne F. Carlisle, Douglas Lyman Corey, and Ji Zeng. "Initial Progress of Children Identified with Disabilities in Michigan's Reading First Schools." Exceptional Children 74, no. 2 (2008): 235–56. http://dx.doi.org/10.1177/001440290807400206.

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This 2-year longitudinal study examined initial evidence of progress in reading for 1,512 children with and without identified speech-language and/or learning disabilities (LD-SLD) in the context of the explicit literacy instruction provided in Michigan's Reading First (RF) schools. The findings suggested that children with LD-SLD labels demonstrated significantly slower growth compared to children without LD-SLD labels. Children considered more at risk also demonstrated slower progress in oral reading fluency (but not reading comprehension) compared to children considered less at risk. Implic

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Campanella, Eugenia Giovanna. "DISTURBI SPECIFICI DI APPRENDIMENTO: IDEE PER UN’UNIVERSITÀ INCLUSIVA ALL’INTERNO DELLA COMUNITÀ EUROPEA." Italiano LinguaDue 16, no. 1 (2024): 378–85. http://dx.doi.org/10.54103/2037-3597/23849.

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La promulgazione della legge 170/10 ha sancito un importante cambiamento per gli studenti con Disturbi Specifici di Apprendimento e ha aperto loro la strada per un percorso di inclusione anche in ambito universitario. L’esperienza italiana, si inserisce, tuttavia, in un contesto di notevole frammentazione legislativa e educativa che caratterizza la Comunità Europea. Le differenze fra paesi appartenenti alla comunità europea sia nel riconoscimento, sia nel trattamento dei Disturbi Specifici di Apprendimento rischiano di rappresentare un ostacolo alla piena inclusione degli studenti DSA, special

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Capodieci, Agnese, Daniela Graziani, Valentina Scali, Susanna Giaccherini, Luciano Luccherino, and Chiara Pecini. "Telerehabilitation Pathways in Specific Learning Disorders: Improving Reading and Writing." Brain Sciences 13, no. 3 (2023): 479. http://dx.doi.org/10.3390/brainsci13030479.

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Telerehabilitation has proved to be a useful tool for neurodevelopmental disorders in allowing timely and intensive intervention and preventing relapses; it is also widely used for specific learning disabilities (SLD), showing significant effects on reading abilities, but variables linked to its effectiveness have not been studied yet. The present study was aimed at testing the effectiveness of telerehabilitation on reading and writing in SLD children, comparing different treatment pathways, and considering the impact of training intensity and executive functions. Seventy-three children were e

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Najafabadi, Rasool Ebrahim, Rokhsareh Badami, Zohreh Meshkati, and Sara Aghababaei. "A comparative study of executive functions indices among children with different types of specific learning disabilities: Psychometric properties of BRIEF-2." Shenakht Journal of Psychology and Psychiatry 8, no. 5 (2021): 95–112. http://dx.doi.org/10.32598/shenakht.8.5.95.

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Introduction: Executive functions are a set of high-level cognitive abilities that are related to the educational problems of children. Aim: This research aimed to investigate psychometric properties of the Persian version of the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) and compare its indices among children with different types of specific learning disabilities (SLD). Method: This study was descriptive psychometric and causal-comparative research. The statistical population consisted of the 6-12-year-old-girls and boys with SLD, Isfahan city, in 2020-2021. A t

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Limone, Pierpaolo. "Peer Learning and Peer Assessment to Enhance Participation in Online Courses." International Journal of Digital Literacy and Digital Competence 3, no. 3 (2012): 27–47. http://dx.doi.org/10.4018/jdldc.2012070103.

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The essay discusses the development of a peer assessment approach in an online learning community composed of teachers enrolled in a course on Specific Learning Disabilities (SLD). The experience was prompted by the need to promote meaningful learning and online interaction among teachers, then collaborative assessment activities proved to be an efficient strategy to foster engagement.

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Dehn, Milton J. "Enhancing SLD Diagnoses Through the Identification of Psychological Processing Deficits." Australian Educational and Developmental Psychologist 30, no. 2 (2013): 119–39. http://dx.doi.org/10.1017/edp.2013.19.

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After defining psychological processing and providing descriptions of 10 interrelated neuropsychological processes, the author proposes an integrated model for identifying an individual's pattern of psychological processing strengths, weaknesses, and deficits when conducting a specific learning disability (SLD) assessment. The model incorporates approaches from other pattern of strengths and weaknesses (PSW) models, while adding three requirements designed to reduce psychometric concerns about the identification procedures. Details for analysing cross-battery data and recommendations for apply

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Serane, Vikneswari Karthiga, Ananthanarayanan Kasinathan, Podhini Jegadeesan, and Soundararajan Palanisamy. "Learning Disabilities in Children with Self-limited Epilepsy with Centrotemporal Spikes - A Cohort Study." Journal of Nepal Paediatric Society 43, no. 3 (2024): 169–74. https://doi.org/10.60086/jnps537.

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Introduction: Contrary to the benign evolution, the normal intellectual efficiency in children with self-limited epilepsy with centrotemporal spikes (SeLECTS) has been challenged by recent observations of academic backwardness. We aimed to determine the frequency of Specific Learning Disabilities (SLD) in children with SeLECTS. Methods: This prospective cohort study was conducted in a tertiary care hospital in South India over 12 months. Forty-one children with clinical and electrographic features consistent with SeLECTS (cases) and 41 age-matched healthy controls were recruited. The IQ (Intel

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Aydemir, Mürüvvet, and Gözde Önal. "Comparison of Cognitive Flexibility and Resilience Levels in Mothers of Children with Specific Learning Disability, Autism Spectrum Disorder, and Normal Development." OPUS Journal of Society Research 21, no. 4 (2024): 208–20. http://dx.doi.org/10.26466/opusjsr.1485452.

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This cross-sectional study compared the cognitive flexibility and resilience of mothers with children having specific learning disabilities (SLD), autism spectrum disorder (ASD), and normal development (ND). The sample comprised 87 mothers (29 in each group). Data were collected using the “Sociodemographic Information Form”, “Cognitive Flexibility Inventory”, and “Resilience Scale for Adults”. Significant differences were found in cognitive flexibility and resilience among the three groups. Mothers of children with ASD had significantly lower cognitive flexibility scores than those with SLD an

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Salik, Semra, Mehmood Sadiq, and Uzma Masroor. "SPECIFIC LEARNING DISORDER (SLD) AND ASSOCIATED PSYCHOSOCIAL DIFFICULTIES IN EMERGING ADOLESCENTS: AN EXPLORATORY STUDY." Pakistan Journal of Social Research 04, no. 04 (2022): 366–74. http://dx.doi.org/10.52567/pjsr.v4i04.820.

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The present study is concerned with the psychosocial problems associated with adolescents having a specific learning disorder. The data for the present study was collected from fifty SLD-diagnosed adolescents aged 11-17 years. The participants were recruited through purposive sampling from five mainstream schools in Islamabad. The learning disabilities of the participants were evaluated using the Learning Disability Evaluation Scale (LDES) (McCarney & Arthaud, 2007), and the strength and difficulties scale (SDQ) (Goodman, 1997) was used to check the psychosocial difficulties that SLD parti

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Kapoor, Geetika, and Anjali Midha Saran. "INTEGRATING UDL AND PT: EQUITABLE LEARNING OPPORTUNITIES FOR STUDENTS WITH SLD." ShodhKosh: Journal of Visual and Performing Arts 5, no. 6 (2024): 1084–90. https://doi.org/10.29121/shodhkosh.v5.i6.2024.4548.

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Universal Design for Learning (UDL) and Precision Teaching (PT) are two educational frameworks aimed at enhancing learning outcomes, for learners with a wide variety of needs and abilities. While both approaches strive to improve educational experiences, they differ significantly in their methodologies, theoretical foundations, and applications. The current paper is an analytical perspective paper that aims to integrate elements of UDL and PT as a school-based ecological solution to help educators create inclusive, effective and data-informed learning environments that enhance success for lear

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Melekoğlu, Macid Ayhan, H. Gülsen Erden, and Orhan Çakıroğlu. "Oral Reading Skills and Comprehension Test-II (SOBAT®-II): Assessment of reading fluency and comprehension of Turkish students with specific learning disabilities." South African Journal of Education 41, no. 1 (2021): 1–12. http://dx.doi.org/10.15700/saje.v41n1a1880.

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Efforts to diagnose students with specific learning disabilities (SLD) have increased in recent years in Turkey. However, the limited number of assessment tools used to identify students with SLD is one of the most important concerns in this area, since 8 out of 10 students with SLD have difficulty in reading, which affects other academic areas. Considering reading performance scores from standardised reading tests may help eliminate difficulties in SLD assessment. Reading problems are often observed with or without SLD, especially in primary and middle school age groups. However, standardised

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Rameckers, Eugène A. A., Roche Crafford, Gillian Ferguson, and Bouwien C. M. Smits Engelsman. "Efficacy of a Task-Oriented Intervention for Children with a Dual Diagnosis of Specific Learning Disabilities and Developmental Coordination Disorder: A Pilot Study." Children 10, no. 3 (2023): 415. http://dx.doi.org/10.3390/children10030415.

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Background: Task-oriented approaches are recommended for children with developmental coordination disorder (DCD) to address deficits in motor performance and reduce activity limitations. Although this approach is used in several settings, the efficacy of these approaches in children with in dual-diagnosis of specific learning disabilities (SLD) and DCD is less widely known. This study aims to determine the effect of a group-based intervention based on neuromotor task training (NTT) principles on the motor performance of children aged 6–10 years with SLD/DCD. Methods: A pre-post-test controlled

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TRENT, STANLEY C., MELISSA K. DRIVER, DIANE RODRIGUEZ, et al. "Beyond Brown: Empirical Research on Diverse Learners with or At-Risk for Specific Learning Disabilities From 1994–2012." Multiple Voices for Ethnically Diverse Exceptional Learners 14, no. 2 (2014): 12–29. http://dx.doi.org/10.56829/2158-396x.14.2.12.

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We conducted a literature review to determine the presence of culturally and linguistically diverse (CLD) learners in research on specific learning disabilities (SLD) from 1994–2012. We believed that disaggregation of results by category might identify nuances that will guide future policies, research, and practice. We deemed it logical to begin with SLD because it is the largest population of students in the high-incidence categories. Our search yielded 52 articles for review. Results indicated primary foci on assessment, instructional and behavioral interventions, academic achievement, and d

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