We provided a multicomponent academic vocabulary intervention to six English learners with learning difficulties in a fifth-grade general education setting. A multiple probe design across word sets and replicated across students evaluated the effects of the intervention on students' use of expressive language to read and define content-specific…

This article discusses issues of classification and identification, while evaluating some of the continuing controversies about learning disabilities (LD) related to those topics. The author suggests that many problems have to do with confusion between the two. Despite years of effort and an extraordinary increase in the number of individuals…

Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that many questions about RTI remain unanswered, and that radical changes in the proposed regulations are not warranted at this time. Since many fundamental issues related to…

Two position papers by the National Joint Committee on Learning Disabilities (NJCLD) present (1) the core competencies needed by regular and special education teachers who work with children with learning disabilities, and (2) recommendations for operationalizing the five constructs underlying the NJCLD definition of learning disabilities for…