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Journal articles on the topic 'Specific learning disability'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

McDowell, Michael. "Specific learning disability." Journal of Paediatrics and Child Health 54, no. 10 (2018): 1077–83. http://dx.doi.org/10.1111/jpc.14168.

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2

Kavale, Kenneth A. "Identifying Specific Learning Disability." Journal of Learning Disabilities 38, no. 6 (2005): 553–62. http://dx.doi.org/10.1177/00222194050380061201.

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3

Karande, Sunil, Sulaxna Sawant, Madhuri Kulkarni, Sandeep Kanchan, and Rukhshana Sholapurwala. "Cognition in specific learning disability." Indian Journal of Pediatrics 72, no. 12 (2005): 1029–33. http://dx.doi.org/10.1007/bf02724405.

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4

Kavale, Kenneth A., Lucinda S. Spaulding, and Andrea P. Beam. "A Time to Define: Making the Specific Learning Disability Definition Prescribe Specific Learning Disability." Learning Disability Quarterly 32, no. 1 (2009): 39–48. http://dx.doi.org/10.2307/25474661.

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5

Misra, Saheli, and Jaydeep Choudhury. "Specific learning disability — the road to disability act." Indian Pediatrics 49, no. 11 (2012): 930–31. http://dx.doi.org/10.1007/s13312-012-0206-2.

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6

Mulligan, William. "Dyslexia, Specific Learning Disability and Delinquency." Juvenile Justice 23, no. 3 (2009): 20–25. http://dx.doi.org/10.1111/j.1755-6988.1972.tb01009.x.

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7

Unni, Jeeson C. "Specific learning disability and the amended “persons with disability act”." Indian Pediatrics 49, no. 6 (2012): 445–47. http://dx.doi.org/10.1007/s13312-012-0068-7.

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8

Scanlon, David. "Specific Learning Disability and Its Newest Definition." Journal of Learning Disabilities 46, no. 1 (2012): 26–33. http://dx.doi.org/10.1177/0022219412464342.

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9

McGill, Ryan J., Kara M. Styck, Ronald S. Palomares, and Michael R. Hass. "Critical Issues in Specific Learning Disability Identification." Learning Disability Quarterly 39, no. 3 (2015): 159–70. http://dx.doi.org/10.1177/0731948715618504.

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10

Deni̇z, Serdal. "Development of Specific Learning Disability Screening Scale." International Journal of Progressive Education 18, no. 6 (2022): 166–79. http://dx.doi.org/10.29329/ijpe.2022.477.11.

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11

Soares, Neelkamal, Teresa Evans, and Dilip R. Patel. "Specific learning disability in mathematics: a comprehensive review." Translational Pediatrics 7, no. 1 (2018): 48–62. http://dx.doi.org/10.21037/tp.2017.08.03.

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12

Bishop, Dorothy V. M. "Specific language impairment as a language learning disability." Child Language Teaching and Therapy 25, no. 2 (2009): 163–65. http://dx.doi.org/10.1177/0265659009105889.

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13

Karande, Sunil, Rukhshana Sholapurwala, and Madhuri Kulkarni. "Managing specific learning disability in schools in India." Indian Pediatrics 48, no. 7 (2011): 515–20. http://dx.doi.org/10.1007/s13312-011-0090-1.

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14

Mehta, Manju. "Use and abuse of specific learning disability certificates." Industrial Psychiatry Journal 20, no. 2 (2011): 77. http://dx.doi.org/10.4103/0972-6748.102471.

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15

Coleman, Jaumeiko, and Monica McHale-Small. "Interprofessional Intervention for Students With Specific Learning Disability." ASHA Leader 24, no. 11 (2019): 36–37. http://dx.doi.org/10.1044/leader.scm.24112019.36.

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16

Muthusamy, Karthik, and Jitendra Kumar Sahu. "Specific Learning Disability in India: Challenges and Opportunities." Indian Journal of Pediatrics 87, no. 2 (2020): 91–92. http://dx.doi.org/10.1007/s12098-019-03159-0.

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17

Singh, Shipra, Vishal Sawani, Mahesh Deokate, et al. "Specific learning disability: a 5 year study from India." International Journal of Contemporary Pediatrics 4, no. 3 (2017): 863. http://dx.doi.org/10.18203/2349-3291.ijcp20171687.

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Background: Specific learning disability (SLD) is an important cause of academic underachievement among children, which often goes unrecognized, due to lack of awareness and resources in the community. Not much identifiable data is available such children, more so in Indian context. The objectives of the study were to study the demographic profile, risk factors, co-morbidities and referral patterns in children with specific learning disability.Methods: The study has a descriptive design. Children diagnosed with SLD over a 5 years’ period were included, total being 2015. The data was collected

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18

Venkatesan, S. "Analysis of Bibliography on Specific Learning Disability in India." Disability, CBR & Inclusive Development 28, no. 2 (2017): 59. http://dx.doi.org/10.5463/dcid.v28i2.540.

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19

Uhrová, Veronika. "MANIFESTATION OF SPECIFIC LEARNING DISABILITY IN THE PUPIL WITH SPECIFIC LANGUAGE IMPAIRMENT." Listy klinické logopedie 3, no. 1 (2019): 13–17. http://dx.doi.org/10.36833/lkl.2019.004.

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20

Weinberg, Warren A., Anne McLean, Robert L. Snider, et al. "Depression, Learning Disability, and School Behavior Problems." Psychological Reports 64, no. 1 (1989): 275–83. http://dx.doi.org/10.2466/pr0.1989.64.1.275.

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It is possible that recurrent depression (primary affective illness) is the most significant variable related to school problems of a behavioral nature in children manifesting developmental specific learning disabilities. The association of school problems and depression was investigated at a private school for children with developmental specific learning disabilities. These children were of normal intelligence and were free of primary conduct or thought disturbances. Prior to entering school, 95% of the students fulfilled criteria for developmental specific learning disabilities and 64% for

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21

Benmarrakchi, FatimaEzzahra, Jamal El Kafi, and Ali EL Hore. "A Different Learning Way For Pupils With Specific Learning Disabilities." INTERNATIONAL JOURNAL OF COMPUTERS & TECHNOLOGY 14, no. 10 (2015): 6157–62. http://dx.doi.org/10.24297/ijct.v14i10.1835.

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Several factors may contribute to a child's failure to learn, some possible causes of school failure are specific learning disabilities. Dyslexia is one of the most common learning disabilities; dyslexia is to fail to learn to read in spite of adequate environment, normal intelligence, and decent educational opportunities. Various studies have recently focused on dyslexia on different scientific areas. Our main focus was to explore the use of Information and Communication Technology (ICT) in education to improve learning for pupils with learning disabilities. In this paper we present a positiv

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22

Fraser, Bill. "Psychopharmacology and people with learning disability." Advances in Psychiatric Treatment 5, no. 6 (1999): 471–77. http://dx.doi.org/10.1192/apt.5.6.471.

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“These medications (antipsychotic drugs) were originally developed to treat not the mentally handicapped but the mentally ill; those, for example, with schizophrenia, paranoia and other specific conditions, but now the far wider use of these drugs has been challenged because there is evidence that they can produce serious side-effects in addition to the distress already suffered. Future changes in the use of antipsychotic drugs in the UK may come from the Royal College of Psychiatrists or from action in the Law Courts” (Public Eye, BBC2, 1.5.92).

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23

Ravindran, Anjana V., Anjana V. J, and Meenakshi P. "Prediction of Learning Disability Using Machine Learning." International Journal for Research in Applied Science and Engineering Technology 11, no. 8 (2023): 1248–54. http://dx.doi.org/10.22214/ijraset.2023.55332.

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Abstract: This A learning disability is a neurological disorder. The children predicted with learning disability may find it difficult to spell, read, write, organize things and so on. Learning disabilities are not related to intelligence or motivation. People with learning disabilities have average or above-average intelligence but may need special accommodations and support to learn and succeed. Early identification, assessment, and intervention are critical for managing learning disabilities. With appropriate support and accommodations, people with learning disabilities can achieve their fu

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24

ŞENEL, Selma. "MEASUREMENT INVARIANCE OF TURKISH “CENTRAL EXAM FOR SECONDARY EDUCATION” BY SPECIFIC LEARNING DISABILITY." Journal of Advanced Education Studies 4, no. 2 (2022): 88–105. http://dx.doi.org/10.48166/ejaes.1135479.

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Ensuring measurement invariance for students with disabilities is critical for fair measurement in large-scale testing. Specific learning disability constitutes the largest group among disability groups. In this study, it was aimed to examine the measurement invariance of the Turkish Central Exam for Secondary Education according to whether or not students have a specific learning disability. 994 students diagnosed with specific learning disability formed the focus group, whilst 1,000 students without any disability constituted the reference group. Mantel Haenszel and Lord’s chi-square methods

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25

Karande, S. "Current challenges in managing specific learning disability in Indian children." Journal of Postgraduate Medicine 54, no. 2 (2008): 75. http://dx.doi.org/10.4103/0022-3859.40765.

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26

Karande, S., N. Kumbhare, M. Kulkarni, and N. Shah. "Anxiety levels in mothers of children with specific learning disability." Journal of Postgraduate Medicine 55, no. 3 (2009): 165. http://dx.doi.org/10.4103/0022-3859.57388.

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27

Reddy T., Rajasekhar. "Demographic and Family Issues in Children with Specific Learning Disability." Indian Journal of Trauma & Emergency Pediatrics 8, no. 1 (2016): 25–29. http://dx.doi.org/10.21088/ijtep.2348.9987.8116.4.

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28

Hauerwas, Laura Boynton, Rachel Brown, and Amy N. Scott. "Specific Learning Disability and Response to Intervention: State-Level Guidance." Exceptional Children 80, no. 1 (2013): 101–20. http://dx.doi.org/10.1177/001440291308000105.

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29

Migden, Stephen. "Self-Esteem and Depression in Adolescents with Specific Learning Disability." Journal of Infant, Child, and Adolescent Psychotherapy 2, no. 1 (2002): 145–60. http://dx.doi.org/10.1080/15289168.2002.10486390.

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30

Stultz, Sherry L. "Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability." Journal of Special Education Technology 32, no. 4 (2017): 210–19. http://dx.doi.org/10.1177/0162643417725881.

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This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific group of students is unclear. First, a brief review of the diagnosis of SLD, the importance of mathematics instruction for these students, and the use of computers in the classroom is provided. Next, a review of the current body of research is present

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31

McGuigan, S. M., S. Hollins, and M. Attard. "Age-specific standardized mortality rates in people with learning disability." Journal of Intellectual Disability Research 39, no. 6 (1995): 527–31. http://dx.doi.org/10.1111/j.1365-2788.1995.tb00573.x.

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32

Kavale, Kenneth A., and Lucinda S. Spaulding. "Is Response to Intervention Good Policy for Specific Learning Disability?" Learning Disabilities Research & Practice 23, no. 4 (2008): 169–79. http://dx.doi.org/10.1111/j.1540-5826.2008.00274.x.

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33

Averna, R., S. Del Signore, A. Petrone, S. Rossetti, and M. Vigliante. "Specific learning disability: How the neuropsychological profile changes through development." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (2012): S181. http://dx.doi.org/10.1016/j.neurenf.2012.04.303.

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34

Shah, HenalR, and SurbhiC Trivedi. "Specific learning disability in Maharashtra: Current scenario and road ahead." Annals of Indian Psychiatry 1, no. 1 (2017): 11. http://dx.doi.org/10.4103/aip.aip_6_17.

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35

Padget, S. Yancey. "Lessons from Research on Dyslexia: Implications for a Classification System for Learning Disabilities." Learning Disability Quarterly 21, no. 2 (1998): 167–78. http://dx.doi.org/10.2307/1511343.

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Specific reading disability/dyslexia is examined as the one type of learning disability for which research results are complete and consistent enough to suggest a model. The implications of this model are then considered for all achievement domains and a total of three types of learning disabilities (LD) emerge—specific language impairment, specific reading disability/dyslexia, and specific math disability. When the core symptoms and the secondary symptoms for these types of learning disabilities are considered separately, it becomes evident that these three types of learning disabilities can

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36

Mrs., Mehek Vivek Talreja, and Durga Lal Pareek Dr. "The Maturation And Growth Of Various Educational Approaches In Individuals With Disabilities." International Journal of Advance and Applied Research 10, no. 3 (2023): 911 to 916. https://doi.org/10.5281/zenodo.8074443.

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<em>Specific Learning Disability is one of 21 categories of disability that has been included in the current "The Rights of Persons with disabilities Act 2016." This is because, over the years, it has served as a warning signal for parents, educators, and other professionals in the field of education and training. It is estimated that around 5 percent of all pupils enrolled in public schools have been diagnosed with some kind of learning impairment (LD). An early diagnosis is required in order to adequately prepare for, plan for, and carry out the corrective steps. The identification

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37

Rafael Lisinus Ginting, Elpani Br Sinurat, Kesiana Br Pasaribu, et al. "Analisis Penanganan Anak Cerdas Istimewa Dan Specific Learning Disability ( Diskalkulia, Disgrafia, Disleksia)." Jurnal Motivasi Pendidikan dan Bahasa 1, no. 4 (2023): 138–49. https://doi.org/10.59581/jmpb-widyakarya.v1i4.1988.

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Exceptionally gifted children possess extraordinary potential; however, addressing their needs optimally often presents a challenge. On the other hand, specific learning disabilities such as dyslexia, dysgraphia, and dyscalculia pose specific obstacles in the learning process for children. The aim of this research is to facilitate readers in understanding the core aspects related to the Analysis of Handling Exceptionally Gifted Children and Specific Learning Disabilities such as Dyslexia, Dysgraphia, and Dyscalculia. This research employs a library research methodology.The findings of this res

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38

Bilancia, Giovanni, Moreno Marazzi, and Davide Filippi. "Neurorehabilitation applied to specific learning disability: Study of a single case." NeuroRehabilitation 37, no. 3 (2015): 405–23. http://dx.doi.org/10.3233/nre-151270.

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39

Turgut Turan, Sevil, Emel Erdogan Bakar, Gulsen Erden, and Sirel Karakas. "Using Neuropsychometric Measurements in the Differential Diagnosis of Specific Learning Disability." Noro Psikiyatri Arsivi 53, no. 2 (2016): 144–51. http://dx.doi.org/10.5152/npa.2015.10024.

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40

Del Signore, S., R. Averna, A. Petrone, S. Rossetti, and F. Capozzi. "Specific learning disability: Psychopathological characteristics and socioenvironmental factors during developmental age." Neuropsychiatrie de l'Enfance et de l'Adolescence 60, no. 5 (2012): S181. http://dx.doi.org/10.1016/j.neurenf.2012.04.302.

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41

Zirkel, Perry A. "The Legal Meaning of Specific Learning Disability for Special Education Eligibility." TEACHING Exceptional Children 42, no. 5 (2010): 62–67. http://dx.doi.org/10.1177/004005991004200507.

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42

Ferrari, Michael. "Child-Onset Idiopathic Seizures and Specific Learning Disability: Comorbidities in Adults." Applied Neuropsychology 14, no. 3 (2007): 147–55. http://dx.doi.org/10.1080/09084280701508309.

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43

Meng, Z., and D. Sun. "Brain SPECT scans: A promising research tool for specific learning disability." Journal of Postgraduate Medicine 65, no. 1 (2019): 9. http://dx.doi.org/10.4103/jpgm.jpgm_309_18.

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44

Karande, S., N. Deshmukh, V. Rangarajan, A. Agrawal, and R. Sholapurwala. "Brain SPECT scans in students with specific learning disability: Preliminary results." Journal of Postgraduate Medicine 65, no. 1 (2019): 33. http://dx.doi.org/10.4103/jpgm.jpgm_61_18.

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45

Barbot, Baptiste, Suzanna Krivulskaya, Sascha Hein, Jodi Reich, Philip E. Thuma, and Elena L. Grigorenko. "Identifying learning patterns of children at risk for Specific Reading Disability." Developmental Science 19, no. 3 (2015): 402–18. http://dx.doi.org/10.1111/desc.12313.

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46

Izumi, Jared T., Matthew K. Burns, and Craig L. Frisby. "Differences in specific learning disability identification with the Woodcock-Johnson IV." School Psychology 34, no. 6 (2019): 603–11. http://dx.doi.org/10.1037/spq0000336.

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47

Chordia, Sri Lakshmi, Kanimozhi Thandapani, and Arulkumaran Arunagirinathan. "Children ‘At Risk’ of Developing Specific Learning Disability in Primary Schools." Indian Journal of Pediatrics 87, no. 2 (2019): 94–98. http://dx.doi.org/10.1007/s12098-019-03130-z.

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48

Rajkumar, Eslavath, Monica Daniel, Romate John, AllenJoshua George, and John Abraham. "Cognitive style and working memory among adolescents with specific learning disability." Journal of Education and Health Promotion 11, no. 1 (2022): 196. http://dx.doi.org/10.4103/jehp.jehp_1556_21.

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49

Devenish, Bethany D., Ana Mantilla, Katherine Bussey, Jane McGillivray, and Nicole J. Rinehart. "Preliminary Effectiveness of Professional Learning about Disability-Specific Evidence-Based Classroom Practices for Education Support Staff." Education Sciences 13, no. 9 (2023): 911. http://dx.doi.org/10.3390/educsci13090911.

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Education support staff work closely with students with disability, yet often receive little training or professional learning in evidence-based practices. This study sought to provide an initial indication of the effectiveness of novel, co-designed, evidence-based online professional learning courses (AllPlay Learn) for education support staff. A total of 323 education support staff working in primary and secondary schools in Victoria, Australia, completed the courses and participated in this study. The results indicated significant improvements in their self-reported knowledge about disabili

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50

Ping, Tan Ping, Presella Sherrilyn Dennis, Azlina Ahmadi Julaihi, and Maybelline Goh Boon Ling. "Mobile Learning Model for Children with Special Learning Needs." European Journal of Teaching and Education 4, no. 3 (2022): 1–12. http://dx.doi.org/10.33422/ejte.v4i3.815.

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The mobile learning developed for children with special learning needs have limited users even within the same learning disability because severity in learning disability varies greatly even within a specific learning disability. Mobile learning developed for these children currently uses the same model used by any mobile application development where it caters for the masses rather than focusing on personalisation. The objective of this paper is to propose a mobile learning model for children with special learning needs, named APIE. ADDIE model is a generic instructional system design model t

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