Learning Disabilities: All Articles

All Learning Disabilities articles
Literacy for All: Equitable Practices for Reading and Dyslexia

By: National Center on Improving Literacy, Decoding Dyslexia Maryland (2020)
In these three video presentations, teachers, administrators, and parents learn from the experts about how to identify students who are at risk for
reading struggles in pre-k and early elementary school. You will also discover best practices for teaching all students to read, including those who
need additional interventions.
Forward Together: Helping Educators Unlock the Power of Students Who Learn Differently
By: Understood, National Center for Learning Disabilities (NCLD) (2019)
1 in 5 students have learning and attention issues. An extensive literature review of empirical studies revealed three critical mindsets and eight
key practices that can improve outcomes for students with learning and attention issues — and all students.
Teaching Digital Citizenship to Kids with Learning and Attention Issues

By: Bob Cunningham, Common Sense Education (2018)
Just as we differentiate our core content instruction to meet individual student needs, our approach to digital citizenship should take student
diversity into account. Get tips and strategies for teaching critical digital citizenship skills to your students with learning and attention issues.
Children’s Book Authors and Illustrators: Talking About Learning and Attention Issues
By: Reading Rockets (2018)
In these video interviews, children's authors and illustrators who have learning and attention issues share their personal stories. You'll also hear
from many popular children's authors who talk about books that can be engaging for kids who struggle with reading. Get tips on where to find
great children's books, including graphic novels, book series, audio books, and more.
Recognizing Reading Problems

Learning to read is a challenge for many kids, but most can become good readers if they get the right help. Parents have an important job in
recognizing when a child is struggling and knowing how to find help. Here are some signs to look for and things to do if you suspect your child
is having trouble reading.
Apps and Websites for Kids with Learning and Attention Issues: Top Picks from Common Sense Education
By: Common Sense Education (2018)
Browse these Top Picks to discover the best in educational apps and websites that support children with learning and attention issues in these
areas: emotional intelligence, social skills, and executive function. You'll also find recommendations for quality assistive technology to support
kids who are struggling with reading.
3 Big Misconceptions About Inclusion

By: Nicole Eredics (2018)
Research shows that inclusion is best for students with and without disabilities, and yet there are still many misconceptions about what inclusion
in the classroom really means. Here are the top three misconceptions, from inclusion expert Nicole Eredics.
8 Tips for Talking to Your Child’s Teacher About Dyslexia

By: Bob Cunningham, Understood (2018)
Talking to your child’s teacher about dyslexia is the best way for her to understand your child’s challenges, strengths and needs. Here are eight
tips to help you have productive conversations.
11 Methods for Teaching Reading That Help Struggling Readers

By: Understood (2018)
There are many teaching methods that can help struggling readers, including children with dyslexia. Learn about the Orton–Gillingham approach
and 10 other other methods to supplement your main classroom instruction.
Orton–Gillingham: What You Need to Know

By: Peg Rosen, Understood (2018)
Orton–Gillingham was the first teaching approach specifically designed to help struggling readers by explicitly teaching the connections between
letters and sounds. Many reading programs include Orton–Gillingham ideas, including a “multisensory” approach, which is considered highly
effective for teaching students with dyslexia.
FAQs About Evaluations for Learning and Attention Issues

By: Amanda Morin, Understood (2018)
Learn the benefits of getting your child evaluated, who does the evaluation, what happens during an evaluation, what to do with the results, and
more. You can also view a video to get an inside look at a dyslexia evaluation.
Assistive Technology for Decoding, Vocabulary, and Comprehension

By: Todd Cunningham, Harrison McNaughtan (2018)
Reading requires strong skills in decoding, vocabulary, and comprehension. Learn about some AT tools that can support students in these three
key areas.
The Three Biggest Misconceptions About Assistive Technology

By: Bronwyn Lamond, Todd Cunningham (2018)
Are students who use assistive technology getting an unfair advantage? Will AT fix a student's learning challenges? Here are the top three
misconceptions about AT and how it is used in the classroom and at home.
Text-to-Speech (TTS)
By: Todd Cunningham, Harrison McNaughtan (2018)
Learn the basics about text-to-speech, what the research says about how well it supports comprehension, tips on how to get the most out of the
technology, and a short list of recommended text-to-speech tools.
The SETT Framework for AT Tool Selection

By: Todd Cunningham, Bronwyn Lamond (2018)
Learn how to use the SETT framework to identify a struggling student's learning needs and match that with the most appropriate assistive
technology options. A case study is provided.
AT Expert Dr. Christopher Lee: My Story

By: Reading Rockets, Christopher Lee (2018)
Dr. Christopher Lee is a nationally recognized advocate, author, speaker, and leader in the fields of learning disabilities and adaptive technology.
In this Q&A, Dr. Lee shares his personal story.
Q&A with Dr. Christopher Lee

By: Reading Rockets, Christopher Lee (2018)
In this Q&A with assistive technology expert Dr. Christopher Lee, learn more about using AT to support students with learning disabilities,
finding the right AT tools, AT evaluations, self-advocacy, and much more.
How the IEP Team Decides on Assistive Technology

The IEP team at school decides which assistive technology tools each student needs. Many teams make these decisions using something called
the SETT Framework. Learn how the overall process works.
Assistive Technology That’s Built Into Mobile Devices

Most mobile devices come with assistive technology (AT) that can help with reading, writing and organization. Common built-in AT features
include text-to-speech and dictation technology.
8 Places to Test-Drive Assistive Technology

Trying out assistive technology (AT) can help you find the right tool for your child. You may be able to test out devices at your child’s school or
there may be an AT lending library near you.
Who Pays for Assistive Technology? Parents or Schools?

By: Melody Musgrove, Understood (2018)
This Q&A provides a brief overview of the responsibility of public schools to provide and pay for a student's assistive technology under the
federal IDEA law and Section 504.
5 Examples of Universal Design for Learning in the Classroom

By: Center for Applied Special Technology (CAST), Understood (2018)
Universal Design for Learning (UDL) is an approach to teaching aimed at meeting the needs of every student in a classroom. It can be helpful for
all kids, including kids with learning and attention issues. But UDL takes careful planning by teachers. Here are just a few examples of how UDL
can work in a classroom.
Assistive Technology: What It Is and How It Works

Assistive technology (AT) can be an effective accommodation for children with learning and attention issues. Understanding what AT is and how
it works is the first step toward finding the right tools for your child.
Text-to-Speech Technology: What It Is and How It Works

Text-to-speech (TTS) is a type of assistive technology that reads digital text aloud. It’s sometimes called “read aloud” technology. TTS can take
words on a computer or other digital device and convert them into audio. TTS is very helpful for kids who struggle with reading, but it can also
help kids with writing and editing, and even focusing.
Assistive Technology for Reading

Assistive technology (AT) can be a powerful way to help children with reading issues, including kids with dyslexia. This guide is an introduction
to AT tools for reading and where to find them.
Assistive Technology for Writing

Assistive technology (AT) can help kids with different types of writing challenges. AT tools can make the physical act of writing easier, as well
as help kids who have trouble with spelling and grammar, and with organizing and expressing their thoughts. This guide provides an introduction
to AT writing tools and where to find them.
Dictation (Speech-to-Text) Technology: What It Is and How It Works

Dictation is an assistive technology (AT) tool that can help kids who struggle with writing. Kids can use dictation to write with their voices,
instead of writing by hand or with a keyboard — helpful for kids with dysgraphia, dyslexia and other learning and attention issues that impact
writing.
It Took Me Too Long to Decode My Daughter’s Dyslexia

By: Tami Mount (2018)
A mother describes the warning signs for dyslexia in her daughter that she didn't see clearly. She also shares the life-changing resources that
helped her understand what dyslexia is and how to get her daughter the support she needed to thrive.
Universal Design for Learning (UDL): What You Need to Know
Universal Design for Learning (UDL) is a way of thinking about teaching and learning that helps give all students an equal opportunity to
succeed. This approach offers flexibility in the ways students access material, engage with it and show what they know. Developing lesson plans
this way helps all kids, but it may be especially helpful for kids with learning and attention issues.
All Kinds of Readers: A Guide to Creating Inclusive Literacy Celebrations for Kids with Learning and Attention Issues
By: Lydia Breiseth, Rachael Walker, Reading Rockets (2018)
Special literacy events and celebrations can be a great way to get kids excited about books and reading. But for kids who struggle with reading,
these kinds of events can challenge their self-confidence. Here are 15 strategies to help you plan a successful, joyful reading event for all kinds of
readers and learners.
Favorite Books for Kids with Learning and Attention Issues

Discover what kinds of books are especially popular with children who struggle with reading. The recommended books are based on a Reading
Rockets survey of parents and educators of children with learning and attention issues, including dyslexia, ADD/ADHD, and autism spectrum
disorder.
10 Things You Can Do to Make Your Class Socially Inclusive

By: Nicole Eredics (2018)
The social curriculum conveys the values, belief systems, and expectations of behavior in school. It is just as important as the academic
curriculum, but is often "hidden" for children with learning challenges. Here you'll find some effective strategies to intentionally facilitate social
inclusion in your classroom and school-wide.
Q&A with Dr. Todd Cunningham

By: Reading Rockets, Todd Cunningham (2017)
In this Q&A with Dr. Todd Cunningham, you'll learn the basics about assistive technology (AT) and how AT tools can help students with
language-based learning disabilities to reach their full potential in the classroom.
Visualizing and Verbalizing: Q and A with Nanci Bell of Lindamood-Bell

By: Nanci Bell (2017)
Learn some best practices in helping children with language processing issues learn to read in this Q&A with expert Nanci Bell, director of
Lindamood-Bell Learning Processes. Find out what works with children who have weaknesses in concept imagery or symbol imagery.
7 Things to Know About the 1 in 5 with Learning and Attention Issues

By: Reading Rockets, Understood (2017)
The term “learning and attention issues” covers a wide range of challenges kids may face in school, at home and in the community. It includes all
children who are struggling — whether their issues have been formally identified or not. Learning and attention issues are brain-based
difficulties, and they often run in families. Find resources that can help kids be successful in school and in life!
High-Leverage and Evidence-Based Practices: A Promising Pair for All Learners
By: Erica McCray, Mary Brownell, Margaret Kamman, Suzanne Robinson, CEEDAR Center (2017)
High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving outcomes for
students with disabilities and those who struggle. This brief shows the promise of these practices in advancing educator preparation and practice.
Assistive Technology 101

By: Center on Technology and Disability (2017)
Assistive technology is any kind of technology that can be used to enhance the functional independence of a person with a physical or cognitive
disability. Get the basics in this fact sheet from the Center on Technology and Disability.
Assistive Technology Glossary

It is important for parents to understand the "language" of assistive technology so they can be informed advocates for their child's technology
needs. The following glossary of terms can help parents learn about the kinds of assistive technologies that are currently available and how they
can be used.
5 Things Your Grade-Schooler With Dyslexia Can Say to Self-Advocate

Self-advocacy is an important skill for even young kids with dyslexia to develop. But sometimes it’s hard for grade-schoolers to know what to
say. Find out how you can help your child by rehearsing common situations she may face.
Do You See What I Mean? Visual Literacy Supports for Students with Disabilities
By: Paula Kluth (2017)
Many learners with disabilities are visual learners and are best able to understand and remember content when they can see it represented in some
way; in other words, they need to “see what we mean.” Three visual supports helpful for teaching and supporting literacy development are
described here: picture books, graphic notes, and story kits.
Graphic Organizers to Help Kids With Writing

By: Jenn Osen-Foss, Understood (2017)
Discover four graphic organizers that can help kids organize their ideas in a very visual way. They also help break a writing project into smaller,
more manageable steps. Graphic organizers are especially helpful for children with dysgraphia, executive functioning issues, and other issues
that can cause trouble with writing.
6 Multisensory Techniques for Teaching Handwriting

Handwriting involves more than just making letters on a page — it requires strong fine motor and visual-motor skills. Here are some
multisensory techniques to try if your child is struggling with writing.
Reading Together: Tips for Parents of Children with Autism Spectrum Disorder
By: Reach Out and Read (2017)
Whether your child has mild or severe Autism Spectrum Disorder, making reading a fun activity can help your child's learning and social skills.
You'll find sharing books together can be a good way to connect with your son or daughter. Reading also helps your child's language
development and listening skills.
Listen and Learn with Audio Books

By: Reading Rockets, Rachael Walker (2017)
Audio books are a wonderful way to expose your child to complex language, expressive reading, and fantastic stories. Listening to audio books
also gives kids the valuable and enjoyable experience of using their own imaginations to visualize the people and places they’re hearing about.
Here, you’ll find guidance on what to look for in choosing audio books as well as listening tips.
Accessible Formats
By: Accessible Instructional Materials Center of Virginia (2016)
For children with print-based reading disabilities, accessible formats provide alternate versions of print-based books that function in much the
same way as a print-based textbook. Learn about the different kinds of accessible formats, including digital talking books, enlarged text,
electronic publications, and more.
Accessibility Tools and Resources: Getting Started with Accessibility

By: American Institutes for Research, Center on Technology and Disability (2016)
This resource guide identifies high-quality, useful resources that address various aspects of accessibility: developing an accessibility statement,
conducting an accessibility audit, acquiring accessible technology, and building professional development resources on accessibility for school
staff and others.
Help Your Child with a Learning Disability Be More Independent with Assistive Technology
This guide focuses on ways to encourage the independence of a student with learning disabilities while in school and as they transition to college
or work.
Supporting Students with Dyslexia: Standards, Accommodations, and Strategies

In this webinar from the Center on Technology and Disability, AT specialists demonstrate AT tools to support students with dyslexia and discuss
teaching interventions that are explicit, systematic, and multisensory, with plenty of opportunities for practice.
Phonics Instruction: the Value of a Multi-sensory Approach

By: Center for Effective Reading Instruction, International Dyslexia Association (2016)
Teaching experience supports a multi-sensory instruction approach in the early grades to improve phonemic awareness, phonics, and reading
comprehension skills. Multi-sensory instruction combines listening, speaking, reading, and a tactile or kinesthetic activity.
Multisensory Learning at Home: Tips for Parents

By: LD OnLine (2016)
Discover 12 easy tips that encourage multisensory learning at home.
Accessible Materials for Students with Print Disabilities

By: Tracy Gray, PowerUp WHAT WORKS (2016)
Many struggling and special needs students have a print disability. Teachers can meet these students’ needs by translating the three principles of
Universal Design for Learning (UDL)into practice. Learn about the seven features of "born accessible materials
The Swipe Generation: Best Practices with Mobile Technology for Young Children
In this webinar from the Center on Technology and Disability, you'll learn about the current research on the use of technology for children birth
to 8 years, and the implications of using these tech tools for early learning.
Common Types of Reading Problems and How to Help Children Who Have Them
By: Louise Spear-Swerling (2015)
Three patterns of reading difficulties are common. This article explains how recognizing these three patterns can provide a valuable starting point
for planning reading instruction and interventions.
Exploring Digital Literacy Practices in an Inclusive Classroom

By: Detra Price-Dennis, Kathlene Holmes, Emily Smith (2015)
Get insight into how a 21st century literacies perspective can support inclusive literacy practices that create a community of learners, use digital
tools to make the curriculum accessible, and link academic goals with real‐world platforms.
Beyond the Story Map

By: Erin McTigue, April Douglass, Katherine Wright, Tracey Hodges, Amanda Franks (2015)
Inferential comprehension requires both emotional intelligence and cognitive skills, however instructional comprehension strategies typically
underemphasize the emotional contribution. This article documents an intervention used by diverse third grade students which centers on
teaching story comprehension through character perspective-taking (i.e., Theory of Mind).
When Writing Is Hard

Let’s face it: Not all kids love to write. For some, every step of the writing process is difficult — including spelling, handwriting and getting
organized ideas onto paper. In this edition of Growing Readers, you'll learn more about dysgraphia and how you can support your child's writing.
Q&A with Dr. Tracy Gray

By: Tracy Gray (2013)
Dr. Tracy Gray, a nationally recognized expert in education and technology implementation, answers questions about the use of technology to
support struggling readers and writers, including children with learning disabilities.
Top 10 Resources on Spelling and Word Study

Learn more about the English spelling system, how spelling supports reading, why children with dyslexia and dysgraphia struggle, which words
should be taught, and instruction that works.
Using Assistive Technology (AT) to Promote Literacy in Infants and Toddlers

By: Center on Technology and Disability, Tots-n-Tech (2012)
Learn about AT devices that can be used to help children with disabilities participate more fully in literacy-promoting activities and routines.
Embedded Supports to Differentiate Instruction for Struggling Students

By: Alise Brann, Tracy Gray, PowerUp WHAT WORKS (2012)
Learn how technology tools can support struggling students and those with learning disabilities in acquiring background knowledge and
vocabulary, improving their reading comprehension, and making connections between reading and writing.
Universal Design for Learning: Meeting the Needs of All Students

By: Patti Ralabate, American Speech-Language-Hearing Association (2012)
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education
curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students
respond or demonstrate their knowledge and skills, and how students are engaged in learning.
Understanding Dysgraphia
By: International Dyslexia Association (2012)
Dysgraphia is a learning disability that affects a child's handwriting. Children with dysgraphia usually have other problems such as difficulty
with written expression. Learn more about causes, the importance of early assessment, dysgraphia and spelling, and effective instructional
strategies that strengthen written language skills.
The Facts on Charter Schools and Students with Disabilities

By: Elaine Mulligan, National Dissemination Center for Children with Disabilities (NICHCY) (2011)
Learn the answers to 10 commonly asked questions that families and educators of students with disabilities have about charter schools. You'll
also find links to state-specific resources that can help you better understand how charter schools work in your individual state.
Top 10 Resources on Dyslexia

Learn about the common signs of dyslexia, how parents can support their child and celebrate their strengths, the role of assistive technology, how
the latest brain research can help kids with dyslexia, and more.
Writing IEP Goals

By: Ruth Heitin (2011)
Learn how to write Individualized Education Plan (IEP) goals that are SMART (specific, measurable, use action words, realistic, and time-
limited) and based on research-based educational practice.
Captioning to Support Literacy

By: Alise Brann, PowerUp WHAT WORKS (2011)
One motivating, engaging, and inexpensive way to help build the foundational reading skills of students is through the use of closed-captioned
and subtitled television shows and movies. These supports can help boost foundational reading skills, such as phonics, word recognition, and
fluency.
Reading Together: Tips for Parents of Children with ADHD
If your child has ADHD, paying attention for long periods of time can be a challenge. So, meet the challenge head-on — make reading time fun
time for you and your child.
Reading Together: Tips for Parents of Children with Low Vision or Blindness
You'll find sharing books together is a great way to bond with your son or daughter. Reading also helps your child's language development and
listening skills when you talk about the story and ask questions. Large print books can help a child with mild to moderate vision loss discover the
world of books and make tracking the words easier.
Reading Together: Tips for Parents of Children with Cerebral Palsy

Cerebral palsy can cause difficulty with muscle tone and control. Your child may have delays speaking or have speech that is hard to understand.
Reading with your child and having your child name objects in the book or read aloud to you can strengthen his speech skills. You'll find sharing
books together is a great way to bond with your son or daughter and help your child's development at the same time.
What Are Classrooms Like for Students with Learning Disabilities?

By: Kate Garnett (2010)
Classrooms can be perilous in a number of ways for students with learning disabilities. Here are some tips to remember when working with
students with LD.
Effective Practices for Homework

By: Kathy Ruhl, Charles Hughes (2010)
A review of the research on the effective use of homework for students with learning disabilities suggests that there are three big ideas for
teachers to remember: (1) the best use of homework is to build proficiency in recently acquired skills or to maintain skills previously mastered;
(2) homework should be individualized; and (3) teachers should evaluate homework and provide detailed feedback to students.
Speech Recognition for Learning

By: National Center for Technology Innovation (2010)
Speech recognition, also referred to as speech-to-text or voice recognition, is technology that recognizes speech, allowing voice to serve as the
"main interface between the human and the computer." This Info Brief discusses how current speech recognition technology facilitates student
learning, as well as how the technology can develop to advance learning in the future.
Back-to-School Tips for Parents of Children with Special Needs

Our Top 8 back-to-school tips for parents emphasize communication, organization, and staying up-to-date on special education news.
Back-to-School Tips for Special Education Teachers

By: Kandace Wernsing, Reading Rockets (2010)
Our top 10 back-to-school tips for special education teachers emphasize communication, organization, and a focus on student success.
Contents of the IEP

By: National Dissemination Center for Children with Disabilities (NICHCY) (2010)
The IEP Team

The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without
a doubt, writing and implementing an effective IEP requires teamwork. So, who's on the team?
Attention-Deficit/Hyperactivity Disorder (AD/HD)

Get the basics on Attention-Deficit/Hyperactivity Disorder (AD/HD), including signs, treatment, accommodations in school, and tips for parents
and teachers.
Tell Me About the Story: Comprehension Strategies for Students with Autism
Reading comprehension is often a concern for the teachers of students with autism. The comprehension strategies described in this article may
help some students gain comprehension skills and improve their ability to read and communicate about written material.
Supporting the Literacy Development of Students with Autism

Some students identified with autism can participate successfully in whole-class rich literacy experiences, with the right kind of support. Learn
about strategies for designing lessons that are appropriate, engaging, and challenging for every learner in the inclusive classroom.
Using Technology to Support Struggling Students: Visualization, Representation and Modeling

Science learning often involves creating abstract representations and models of processes that we are unable to observe with the naked eye. Learn
more about visualizing, representing, and modeling to aid struggling learners.
Using Technology to Support Struggling Students: Questions, Argumentation and Use of Evidence
Knowing how to engage in signature scientific acts, such as formulating questions and using evidence in arguments is an important part of
science learning. This InfoBrief from the National Center for Technology Innovation offers more information about using technology to support
struggling students.
Using Technology to Support Struggling Students: Science Literacy, Vocabulary and Discourse
To be scientifically literate, students must be able to express themselves appropriately. Learn how to help struggling students master specific
vocabulary and be able to use it in their science writing activities.
Using Technology to Support Struggling Students: "Doing" Science Like a Scientist

The type of physical tasks often present in many science lessons can present significant barriers for many students with learning disabilities or
physical impairments. How can teachers find ways for these students to participate?
Assistive Technology and the IEP

By: Family Center on Technology and Disability (2010)
The law requires that public schools develop appropriate Individualized Education Programs (IEPs) for each child. The IEP is a written plan for
educating a child with a disability. The IEP describes the student's specific special education needs as well as any related services, including
assistive technology.
Learning Disabilities, Dyslexia, and Vision

The American Academy of Pediatrics, the American Academy of Ophthalmology, and the Council on Children with Disabilities published a
statement summarizing what is currently known about visual problems and dyslexia. The statement also covers what treatments are and are not
recommended when diagnosing and treating vision problems, learning disabilities, and dyslexia.
Assistive Technology for Kids with Learning Disabilities: An Overview

By: Kristin Stanberry, Marshall H. Raskind (2009)
If your child has a learning disability, he or she may benefit from assistive technology tools that play to their strengths and work around their
challenges.
Effective Reading Interventions for Kids with Learning Disabilities

By: Kristin Stanberry, Lee Swanson (2009)
Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.
Assistive Technology Tools: Writing

Learn about assistive technology tools — from abbreviation expanders to word-recognition software programs — that address your child's
specific writing difficulties.
Writing Disabilities: An Overview

By: Charles A. MacArthur (2009)
Learn from an expert why some kids with learning disabilities struggle with writing and how some instructional approaches can help.
Assistive Technology Tools: Reading

Learn about assistive technology tools — from audiobooks to variable-speed tape recorders — that help students with reading.
Recognize Early Signs of Trouble

For almost 40 percent of kids, learning to read is a challenge. So in addition to talking, reading, and writing with their child, families play another
important role — being on the lookout for early signs of possible trouble.
Developmental Delay
Learn more about where to find help if you suspect that your child may have a developmental delay. A developmental evaluation will be used to
decide if your child needs early intervention services and/or a treatment plan specifically tailored to meet a child's individual needs.
The Role of the Volunteer Tutor

By: America Reads at Bank Street College of Education (2009)
Tutors can play very important roles in the lives of the children they work with. Learn about these roles and the types of tutoring programs that
are available to provide young readers with one-on-one support.
Using Multimedia to Support Reading Instruction

By: Alise Brann, Tracy Gray, Judy Zorfass, PowerUp WHAT WORKS (2009)
To help students become comfortable with multimedia, it is useful to incorporate it into your instruction wherever possible. Providing varied
means of representing information (Universal Design for Learning) can help improve your students' access to complex texts.
Talking to Children About LD

By: Ania Siwek (2009)
A psychologist specializing in language-based learning disabilities explains how to talk to children about their LD: All the parts you need to be
smart are in your brain. Nothing is missing or broken. The difference between your brain and one that doesn't have an LD is that your brain gets
"traffic jams" on certain highways.
Successful Transition to Kindergarten for Learners Who May Be at Risk for Learning Disabilities
Heading off to kindergarten is a big event for all kids and parents. For young children who have struggled socially or academically during
preschool, it is a transition that needs careful planning and attention. Below are four suggestions for parents of children who may need extra help
making a successful move to kindergarten.
Bridging My Two Worlds

By: Jerry Pinkney (2009)
Jill Lauren's That's Like Me! is a book about 15 students with disabilities who face challenges in school but express their creativity and talents
through hobbies. In the foreword, excerpted here, children's book illustrator Jerry Pinkney describes growing up with two personas: Jerry the
gifted artist and Jerry the struggling reader.
Types of Reading Disability

By: Louisa Moats, Carol Tolman (2008)
Researchers have identified three kinds of developmental reading disabilities that often overlap but that can be separate and distinct: (1)
phonological deficit, (2) processing speed/orthographic processing deficit, and (3) comprehension deficit.
How to Help Your Child with LD Have a Happy Holiday

By: Dale S. Brown (2008)
The holiday season is a time for family togetherness, fun, and friendship. But children who struggle with social and behavioral problems can feel
lonely and excluded during this happy time. This article gives you a dozen ways to help your child join the fun.
Handwriting: What's Normal, What's Not

Learn what to look for as your child's handwriting skills begin to develop, as well as some signs and symptoms of dysgraphia — a learning
disability that affects a child's handwriting and ability to hold a pencil or crayon.
Dyslexia
By: Voice of America (2008)
This article describes the basic facts about dyslexia, a learning disability that most commonly affects reading, spelling, and writing.
Learning Disabilities: An Overview

Find out more about the different types of learning disabilities, how they're identified, and what types of instruction support students with LD.
What Is This Thing Called RTI?

By: American Federation of Teachers (2008)
Response to Intervention (RTI) is a complex subject and states and districts have a lot of discretion with the implementation of this three-step,
research-based approach to intervention and placement. Learn about some of the common misconceptions of the RTI process and read about
additional RTI web sources.
Is Dyslexia Hereditary?
By: Jerome J. Schultz (2008)
The director of Learning Lab at Lesley University, explains that dyslexia is regarded as a neurobiological condition that is genetic in origin,
which means it can run in families.
Helping Children with Executive Functioning Problems Turn In Their Homework

By: Joyce Cooper-Kahn, Laurie Dietzel (2008)
Here are some strategies to help a child who does his or her homework, but doesn't turn it in.
Parents of Children with Learning Disabilities: Building a Good Relationship with Your Child's Teacher
By: National Center for Learning Disabilities (NCLD) (2008)
Get tips on how you can foster a sense of partnership with the teacher and administration to support your child's education.
Is It a Reading Disorder or Developmental Lag?

By: Susan Hall (2008)
How do parents know if their child's reading delay is a real problem or simply a "developmental lag?" How long should parents wait before
seeking help if their child is struggling with reading? Susan Hall answers these questions.
Spelling and Dyslexia

Spelling is a challenge for people with dyslexia. The International Dyslexia Association provides a fact sheet explaining why people with
dyslexia have trouble spelling, how to find out the reasons a particular child has this difficulty, and how to help children with dyslexia spell
better.
Having Your Child Tested for Learning Disabilities Outside of School

Children who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside the
school for professionals who can assess, diagnose, tutor, or provide other education services.
Documenting Communication with the School About Special Services

By: Peter W. D. Wright, Pamela Darr Wright (2008)
When dealing with a bureaucracy — and school districts are bureaucracies — you need to keep detailed records. Logs, journals, and calendars
provide answers and support memories and testimonies. This article provides examples of how to keep a paper trail.
September Thoughts: Reflections on a New School Year

By: Rick Lavoie (2008)
As we head towards September and a new school year, here's advice from special education expert Rick Lavoie that may be helpful as you
attempt to make special needs kids in your class feel warm, welcome, and wanted. Using the word SEPTEMBER, he shares nine concepts that
can help you in this effort.
When Trouble with Math Equals a Learning Disability

Dyscalculia is a learning disability that affects the brain's ability to process and understand the meaning of numbers. Learn about the symptoms
and what can be done to help.
Dysgraphia: More Than Just Bad Handwriting
Teachers and parents should suspect dysgraphia if a child's handwriting is unusually difficult to read. Find out more about this neurological
problem that can cause physical pain as some children struggle to write.
How Do You Know If Your Child Might Have a Learning Disability?

By: Larry B. Silver, M.D. (2008)
If you think your child might have a learning disability, this article will help. Dr. Larry Silver tells parents the clues to look for in pre-school and
elementary school children. Then the article talks about how to get a "psychoeducational evaluation" to find out for sure.
Dysgraphia: A Student's Perspective on Writing

By: Regina G. Richards (2008)
Eli, a young boy, tells us what it is like to have dysgraphia. Regina Richards, a well-known expert on dysgraphia (and Eli's mom), explains how
to help children who struggle with the challenges Eli describes. Practical techniques discussed include POWER: Prepare, Organize, Write, Edit,
Revise.
Fighting the Good Fight: How to Advocate for Your Students Without Losing Your Job
Teachers: How do you convince your principal, fellow teachers, and other school staff to help the student in your class who has a learning
disability? Rick Lavoie, world-renowned expert, speaker, and author on teaching children with LD, tells you how to get your voice heard. Learn
how to handle common road blocks and become a proactive and successful advocate in the hallways, the teacher's lounge, and the administrative
suite.
Teaching Writing to Diverse Student Populations

By: Access Center (2008)
Writing is a complex operation requiring knowledge of text structure, syntax, vocabulary, and topic, and sensitivity to audience needs; so it is not
surprising that many teens find writing challenging. This article identifies the qualities of strong writing instruction, and offers advice to teachers
for incorporating writing instruction into their practice, using tools like notebooks and journals, and sharing strategies that reinforce the
importance of pre-writing and revision.
Writing Made Easier: Helping Students Develop Automatic Sound/Symbol Correspondence

By: Regina G. Richards (2008)
This article discusses one component of writing mechanics — finesse with sound/symbol correspondence. It describes a method, called Memory
Foundations for Reading, that can be used by a parent with a single child or a teacher with a group and which helps children use many senses to
recall letter sounds.
Using Peer Tutoring to Facilitate Access

By: The Access Center (2008)
Peer tutoring links high achieving students with lower achieving students or those with comparable achievement for structured learning. It
promotes academic gains as well as social enhancement. This brief discusses three research-supported peer tutoring strategies: Cross-Age
Tutoring; Peer-Assisted Learning Strategies (PALS); and Reciprocal Peer Tutoring (RPT).
Computer-Assisted Instruction and Writing

This brief provides an overview of computer-assisted instruction and looks at how writing software can help students with developing ideas,
organizing, outlining, brainstorming, and minimizing the physical effort spent on writing so that students can pay attention to organization and
content.
Accessing Skills Toward Successful Writing Development

Writing is a highly complex language skill. Without skilled, systematic instruction, many students — particularly those with disabilities — may
not become proficient writers. At stake is access to the general education curriculum. This brief discusses developmental stages, why writing
may pose particular challenges for students with disabilities, and what areas should be the focus for remediation.
Executive Function Fact Sheet

Children with executive function problems have difficulty with planning, organizing and managing time and space, and weakness with "working
memory." Learn more about executive function, how it affects learning, and strategies to help children in school and at home.
Tests and Measurements for the Parent, Teacher, Advocate and Attorney
Learn to develop the evidence you need to support your belief that your child is not receiving the right help in school. Peter and Pamela Wright,
from Wrightslaw, tell you how to interpret and chart your child's test scores, graph your child's progress, and successfully communicate with the
educators who make decisions about your child.
Communication Strategies for All Classrooms: Focusing on English Language Learners and Students with Learning Disabilities
By: Dale S. Brown, Karen Ford (2007)
Concrete suggestions for teachers who want to communicate well with all of their students, especially English language learners and students
with learning disabilities.
Dyslexia Basics
Do you think your child or student might have dyslexia? This fact sheet provides a definition of dyslexia, symptoms, prevalence, signs, and
effects, as well as ways to help your child.
Organizational Problems and the Beginning of the School Year

Many children with learning disabilities have a hard time staying organized. As your child begins a new school year, find out more about the
concept of organizational skills and learn some strategies to help your child.
Accessible Textbooks: A Guide for Parents of Children with Learning Disabilities

By: Center for Applied Special Technology (CAST), LD OnLine (2007)
If your child cannot read their textbooks, they need digital copies of their books. Schools now can use National Instructional Material
Accessibility Standard (NIMAS) to get e-text. Learn the details that will help you advocate for your child so they can use NIMAS. And learn
where to find the publishers and producers that provide e-text.
Crickets, Books, and Bach: Develop a Summer Listening Program

By: David Gordon (2007)
Put together a summer listening program for your child. Listening is an engaging way to learn, so your child may love listening to books and
other written documents. Have them listen to music and stage plays, comedy routines, and other works. Point out background sounds, such as the
way the peppy tune on a sound track adds fun and humor to an adventure tale. Learning to listen is particularly helpful to children with learning
disabilities.
Response to Intervention (RTI): A Primer for Parents
By: Mary Beth Klotz, Andrea Canter (2007)
Learn what questions to ask about Response to Intervention (RTI), an approach to helping struggling learners that is gaining momentum in
schools across the country. This article from the National Association of School Psychologists tells you the most important features of the
process, key terms, and RTI's relationship to special education evaluation.
RTI Goes to Pre-K

By: FPG Child Development Institute (2007)
Can teachers and parents of preschoolers identify learning problems early enough to prevent problems later in school? The Recognition &
Response model helps adults know what to look for and how to help, so that later remediation and special education may not be necessary.
Advocating for Your Child: Getting Started

When an advocate negotiates with the school on a special needs child's behalf, the odds are increased that the child will get an appropriate
education. Learn who can advocate, what they do, and how you can get started advocating for your child.
Strategies for Summer Reading for Children with Dyslexia

Here are a dozen simple strategies to help your children keep the academic skills they learned during the school year. Support them as they read.
Give them material that is motivating — and some of it should be easy. Help them enjoy books and feel pleasure — not pressure — from
reading. The summer should be a relaxed time where their love of learning can flower.
Dyslexia and the Brain: What Does Current Research Tell Us?
By: Roxanne F. Hudson, Leslie High, Stephanie Al Otaiba (2007)
The identification of a child with dyslexia is a difficult process, but there are ways that parents and teachers can learn more about the reading
difficulty and support the child's learning.
Literacy-Rich Environments
The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the
selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional
instruction and facilitation by teachers and staff.
How to Help Your Students Write Well: An Interview with Steve Graham
Three research based practices help students with learning disabilities improve their writing. Read this interview with Steve Graham, author of
Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School who explains how you can help your students
succeed in communicating through the written word.
Questions to Ask Specialists Who Evaluate for Learning Disabilities

By: GreatSchools Editorial Staff (2007)
If you're thinking of hiring a private specialist to test your child for a learning disability, here are some key questions to ask yourself and the
prospective evaluator.
Breaking Barriers Without Breaking the Bank
By: Lisamarie Sanders (2006)
When you see your child struggling, you want to jump in and help, but sometimes your instincts and desire aren't enough. When your child has
trouble with schoolwork and a tutor is necessary, one of the biggest roadblocks to getting help is money.
The Role of the School Psychologist in the RTI Process

By: National Association of School Psychologists (2006)
School psychologists working in districts that use Response to Intervention (RTI) can offer expertise at many levels, from system-wide program
design to specific assessment and intervention efforts with individual students.
Learning Disabilities and Young Children: Identification and Intervention

By: National Joint Committee on Learning Disabilities (2006)
The National Joint Committee on Learning Disabilities developed an overview on screening, diagnosing and serving children age four or
younger. The document was developed for researchers, administrators, and people who need an academic overview.
Understanding the Concerns of Parents of Students with Disabilities: Challenges and Roles for School Counselors
By: Deborah Taub (2006)
Professional school counselors can be more effective in their work with parents of students with disabilities — as well as with the students
themselves, their teachers, and other students — if they understand parent perspectives. Parents' areas of concern are described, and implications
for school counselors are discussed.
Creating Positive School Experiences for Students with Disabilities

By: Amy Milsom (2006)
The school experiences of students with disabilities can be positively or negatively influenced by the attitudes and behaviors of students and staff
and by general school policies. School counselors can take the lead in assessing school climate in relation to students with disabilities and
initiating interventions or advocating for change when appropriate. This article provides an overview of factors to consider in creating positive
school experiences for students with disabilities and suggestions for intervention efforts.
Specific Language Impairment

Studies have indicated that as many as 40-75% of children with specific language impairment will have problems in learning to read. This article
offers tips for parents and educators to help learners develop their language skills.
Helping Students with LD Pass High-Stakes Tests

Students must pass high stakes tests to graduate high school. These tests are a major barrier for students with learning disabilities who often do
not test well. Accommodations can help. Learn how to help children with learning disabilities do well on these tests.
SMART IEPs (Step 3): Use Objective Information

When a doctor develops a treatment plan for a sick child, the doctor uses objective data from diagnostic tests. Your child's individualized
education program is similar to a medical treatment plan, and you need objective tests to know that your child is acquiring reading, writing, and
arithmetic skills.
SMART IEPs (Step 1): Start with Baseline Information on Your Child
This article explains how to consider your child's present levels of academic performance and use baseline data to develop goals and objectives
for a individualized education program.
SMART IEPs (Step 2): Create Goals and Objectives

Too often annual goals listed in an individualized education program are not specific and measurable. Find out how to avoid this pitfall.
SMART IEPs: Introduction

Learn what makes a strong individualized education program (IEP) and the five components of a SMART IEP.
SMART IEPs (Step 4): Write Measurable (Not Abstract) Goals

Individualized education program (IEP) goals cannot be broad statements about what a child will accomplish. Goals that cannot be measured are
non-goals. Learn how to help the IEP team devise specific, measurable, realistic goals.
The Use of Context Cues in Reading

One of the most misunderstood topics in reading instruction involves the extent to which children should be encouraged to rely on context cues
in reading.
Recognition and Response: An Early Intervening System for Young Children At-Risk for Learning Disabilities
By: Mary Ruth Coleman, Virginia Buysse, Jennifer Neitzel (2006)
Learn about an early intervening system being developed for young children, called Recognition and Response, designed to help parents and
teachers respond to learning difficulties in young children who may be at risk for learning disabilities as early as possible, beginning at age 3 or
4, before they experience school failure and before they are referred for formal evaluation and possible placement in special education.
Vocabulary Assessment and Instruction for Students with Learning Disabilities

Children with vocabulary weaknesses are especially vulnerable to difficulties with reading comprehension from the middle elementary grades
onward. Vocabulary weaknesses may affect school achievement in many areas beyond reading, including written expression, mathematics, and
performance in content subjects such as social studies and science.
Accommodations for Students with LD

The National Center for Learning Disabilities presents examples of accommodations that allow students with learning disabilities to show what
they know without giving them an unfair advantage. Accommodations are divided into the following categories: how information is presented to
the student, how the student can respond, timing of tests and lessons, the learning environment, and test scheduling.
Dyscalculia
The National Center for Learning Disabilities presents a basic fact sheet on dyscalculia, a term which refers to a wide range of learning
disabilities involving math. The following questions are answered: What are the effects of dyscalculia in early childhood, during the school
years, and on teenagers and adults? What are the warning signs? How is dyscalculia identified and treated?
Learning Disabilities in English Language Learners

For English language learners, proper identification of learning disabilities can be crucial to success. The author offers practical tips for
identifying learning disabilities and developing appropriate accommodations.
Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom?
By: Nicole Strangeman, Chuck Hitchcock, Tracey Hall, Grace Meo (2006)
Helping struggling readers in the general classroom is a challenge, but The Access Center offers a solution. By using Response-to-Instruction’s
tiered approach and Universal Design’s equal access philosophy, you can bridge the gap so that you are truly leaving no child behind.
Response-to-Instruction and Universal Design for Learning: How Might They Intersect in the General Education Classroom?
By: CAST (2006)
Response to Instruction (RTI) and Universal Design for Learning (UDL) are two great ideas for making sure the curriculum reaches all students.
Learn about how you can implement these ideas as part of your regular routine in the general education classroom.
Using Assistive Technology to Support Writing

By: Center for Implementing Technology in Education (CITEd) (2006)
Technology — and especially the subset of technology tools known as assistive technology (AT) — can be an effective element of the writing
curriculum for students with disabilities. Since writing is so integral to school success, AT is often indicated to assist students with disabilities.
What Is Dysgraphia?
Dysgraphia is a learning disability that affects writing abilities. Learn the warning signs and strategies that can help. There are techniques for
teaching and accommodating early writers, young students, or help yourself if you struggle with dysgraphia.
Knowing Your Child's Rights

RTI and Reading: Response to Intervention in a Nutshell

By: G. Emerson Dickman (2006)
RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and
evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.
Spelling and Students with Learning Disabilities

Spelling difficulties can be enduring in individuals with reading disabilities, sometimes even after reading has been successfully remediated.
Addressing spelling difficulties is important, because poor spelling can hamper writing and can convey a negative impression even when the
content of the writing is excellent.
Online Chat with Dr. Sally Shaywitz

Named "One of America's Top Doctors," Dr. Shaywitz is professor of pediatrics at Yale University School of Medicine and author of the
bestseller Overcoming Dyslexia. On January 27, 2005, Reading Rockets hosted an online discussion with Dr. Shaywitz, who answered questions
about dyslexia and other reading difficulties and responded to parents' concerns.
No Child Left Behind: Determining Appropriate Assessment Accommodations for Students with Disabilities
By: Candace Cortiella (2005)
Assessment accommodations help people with learning disabilities display their skills accurately on examinations. Teachers, learn how to test the
true knowledge of your students. Don't test their ability to write quickly if you want to see their science skills! Parents, these pointers will help
you assure that your children are tested fairly.
No Child Left Behind: Making the Most of Options for IDEA-eligible Students
If a Title I school repeatedly underperforms, federal law provides opportunities for students to change schools or obtain additional instructional
support. This parent advocacy brief looks at the information parents of students with disabilities need to know and understand in order to
maximize these options.
Understanding Assessment Options for IDEA-eligible Students

The No Child Left Behind law requires each school test students in Reading/Language Arts & Math each year in grades 3-8, and at least once
more in grades 10-12. In some cases, children eligible for Individuals with Disabilities Education Act (IDEA) services may be able to access
testing accommodations or even alternate tests, but parents need to fully understand the implications and potential consequences of participation
in the various testing options.
Seeking Help for a Struggling Reader: Seven Steps for Teachers

By: Joanne Meier, Karen Freck (2005)
Children come to our classrooms from so many different ability levels and backgrounds. As a teacher, it's important to recognize and know what
to do to help a struggling reader.
Computer-Assisted Instruction and Reading

Learn about “computer-assisted instruction” (CAI) and the ways in which it enhances teacher instruction.
IDEA 2004
IDEA (Individuals with Disabilities Education Act) is our nation's special education law. Below you'll find important information about IDEA
2004, which went into effect on July 1, 2005.
Responsiveness to Intervention and Learning Disabilities

By: National Joint Committee on Learning Disabilities (2005)
The purpose of this National Joint Committee on Learning Disabilities (NJCLD) report is to examine the concepts, potential benefits, practical
issues, and unanswered questions associated with responsiveness to intervention (RTI) and learning disabilities (LD). A brief overview of the
approach is provided, including attributes, characteristics, and promising features, as well as issues, concerns, unanswered questions, and
research needs.
About Reading Disabilities, Learning Disabilities, and Reading Difficulties

By: Kathryn Drummond (2005)
About 10 million children have difficulties learning to read. The good news is that more than 90 percent of struggling readers can overcome their
difficulties if they receive appropriate treatment at early ages.
Improving Mathematics Problem Solving Skills for English language learners with Learning Disabilities
By: Diane Torres-Velasquez, Diane Rodriguez (2005)
Paving the Way to Kindergarten for Young Children with Disabilities

By: Amanda Fenlon (2005)
Entering kindergarten can a joyful but also an anxious time, particularly for parents of children with disabilities. These best practices can help
make for a smoother transition: using a collaborative team approach to involve families, setting transition goals, and focusing on the needs and
strengths of individual children.
The World's Greatest Underachiever

By: Henry Winkler (2005)
Actor and author Henry Winkler reminisces about how dyslexia impacted his school years in this article from Highlights for Children magazine.
"Now I know," he writes, "that even if a person learns differently, he or she can still be filled with greatness."
Clues to Dyslexia from Second Grade On

By: Sally E. Shaywitz (2004)
The specific signs of dyslexia, both weaknesses and strengths, vary widely. Problems with oral language, decoding, fluency, spelling, and
handwriting are addressed, as well as strengths in higher order thinking skills.
Clues to Dyslexia in Early Childhood

By: Sally E. Shaywitz (2004)
The earliest clues involve mostly spoken language. The very first clue to a language (and reading) problem may be delayed language. Once the
child begins to speak, look for difficulties with rhyming, phonemic awareness, and the ability to read common one-syllable words.
Counseling Needs of Academically Talented Students with Learning Disabilities

By: Sally M. Reis, Robert Colbert (2004)
Recent research on academically talented students with learning disabilities indicates that they have specific counseling needs that often are not
addressed in elementary and secondary school. This article looks at what kinds of support students with this profile need, and how school
counselors can provide it.
About Stephen... and Fresh Starts

By: Brenda Dyck (2004)
The promise of a successful year is the hope of every student and teacher. Educator Brenda Dyck shares the story of Stephen and ponders the
importance of offering a fresh start to every student who enters her classroom.
Early Screening Is at the Heart of Prevention

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.
Dyslexia: Beyond the Myth

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.
How to Modify Your Teaching for Students With Low Organizational Skills
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.
What Are Central Auditory Processing Problems in Children?

By: American Speech-Language-Hearing Association (2004)
If your child or student is a "poor" listener, frequently misunderstands speech, and has difficulty following directions, read this article. Learn
symptoms of Central Auditory Processing Disorder, how it is diagnosed, and what can be done about it.
Understanding Auditory Processing Disorders in Children

By: Teri James Bellis (2004)
This article, from the American Speech-Language-Hearing Association, distinguishes auditory processing disorder from other disorders.
Symptoms and treatment are described. An explanation is provided of the role of the multidisciplinary team and the role of the audiologist, which
is the only profession that can legitimately diagnose auditory processing disorders.
Seeking Help for a Struggling Reader: 8 Steps for Parents

What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need
extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.
Research-Supported Assessment-Intervention Links for Reading and Writing

By: Virginia Berninger, Donna Rury Smith, Louise O'Donnell (2004)
This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement
discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be
based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.
Auditory Processing Disorder in Children
By: National Institute on Deafness and Other Communication Disorders (2004)
Children with auditory processing disorder (APD) often do not recognized the subtle differences between sounds in words because a dysfunction
makes it difficult for the brain to interpret the information. The National Institute on Deafness and Other Communication Disorders presents
basic information on symptoms, diagnosis, and current research of APD.
My Son's Disability, and My Own Inability to See It

By: Martha Randolph Carr (2004)
This is a cautionary tale, not just for people who have no real idea of what a learning disability is and probably suspect the whole thing is an
overindulgent scam, but also for any parent of a child struggling mightily through school.
Reaching Rommel
By: Tyler Currie (2003)
Everyone said his 10-year-old student would never learn to read. For a long time, he believed it, too.
What to Expect From an Evaluation

By: Marianne S. Meyer (2003)
Does your child need to be evaluated for a learning disability? Learn how to find the best professional, prepare for evaluation, and get the most
information from the experience.
Motivation: The Key to Academic Success

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.
Who Can Diagnose LD and/or ADHD

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.
Accommodating Students with Dyslexia in All Classroom Settings

The International Dyslexia Association prepared this fact sheet describing reasonable accommodations involving materials, interactive
instruction, and student performance to help children with learning problems in general education and special education classrooms.
Lazy Kid or Executive Dysfunction?

By: Linda Oggel, Tracy Landon (2002)
Find out how to help students with executive functioning issues learn to manage their time, space, materials, and school work.
Handwriting Club: Using Sensory Integration Strategies to Improve Handwriting

By: Melissa Keller (2001)
Handwriting is a complex skill that is not often taught directly. It is not unusual for some students with disabilities to have difficulty with
handwriting. These students may also have sensory integration problems. Handwriting Club is a format that provides direct instruction in
handwriting combined with sensory integration activities. This article describes all the steps and materials necessary to organize and conduct a
handwriting club.
Prevention and Intervention of Writing Difficulties for Students with Learning Disabilities
By: Steve Graham, Karen R. Harris, Lynn Larsen (2001)
This paper presents six principles designed to prevent writing difficulties as well as to build writing skills: (a) providing effective writing
instruction, (b) tailoring instruction to meet the individual needs,(c) intervening early, (d) expecting that each child will learn to write, (e)
identifying and addressing roadblocks to writing, and (f) employing technologies.
Five Homework Strategies for Teaching Students With Learning Disabilities

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.
Support Services
By: Diane Henry Leipzig (2001)
First and foremost, struggling readers need excellent reading instruction from their classroom teachers in order to overcome their difficulties.
Many schools are also equipped to provide extra help to the children who need it.
In My Students' Shoes
By: Heather Wall (2001)
Parents and teachers can sympathize with struggling readers to a point, but they are usually far removed from the challenge of learning to read
themselves. However, this reading specialist suffered a head injury and tells her story of what it was like to know how to decode but not to
comprehend what she read.
Bilingual Students With Disabilities Get Special Help

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 exist 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.
Questions About Writing Instruction

By: Partnership for Reading (2001)
Find answers to frequently asked questions about writing instruction.
Auditory Processing Disorders and Dyslexia

By: Dr. Deborah Moncrieff (2001)
Children with dyslexia are often referred to the audiologist to be evaluated for auditory processing disorder (APD). The relationship between
dyslexia and APD is can be confusing, and this article helps professionals untangle the symptoms of the different difficulties.
What Science Offers Teachers of Reading

By: Louise Spear-Swerling, Robert Sternberg (2001)
Review well-established scientific findings about reading and their practical implications, for children with and without reading disabilities. In
addition, consider some broader ways that science may be useful to educators and get suggestions for individual teachers interested in becoming
more familiar with scientific research on reading.
About Reading: An Introduction

By: Diane Henry Leipzig (2001)
It's not an easy thing, learning to read. This article provides a brief overview of what is involved and what parents, teachers, and everyone else
who touches the life of a child can do to help those who struggle.
Improving Comprehension for Students with LD

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.
A Closer Look at the IEP

By: Lisa Küpper, Jean Kohanek (2000)
From annual goals to special education services, there are certain categories of information required by law to be included in a student's
Individualized Education Plan (IEP). Learn what these categories are in this overview of the content of IEP's.
Suspect a Problem?
By: Andrea DeBruin-Parecki, Kathryn Perkinson, Lance Ferderer (2000)
When a child is having a language or reading problem, he just may need more time to learn language skills. Some children might have trouble
seeing, hearing, or speaking, while others may have a learning disability. If you suspect a problem, it's important to get help quickly.
Common Signs of Dyslexia

Dyslexia is a language-based disability that affects both oral and written language. With help, children with dyslexia can become successful
readers. Find out the warning signs for dyslexia that preschool and elementary school children might display.
What Is Differentiated Instruction?

By: Carol Ann Tomlinson (2000)
Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning
environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.
The IEP Team Members

Parents and teachers as well as other professionals are required by law to be involved in writing a student's IEP. Find out about the members of an
IEP team and the roles they play.
10 Steps in the Special Education Process

The special education process under IDEA is designed to ensure that each individual child's needs are carefully considered and addressed. Learn
ten steps in the special education process, from evaluation to reviewing student progress.
How Parents Can Be Advocates for Their Children

By: Coordinated Campaign for Learning Disabilities (2000)
Parents are often the best educational advocates for their children, especially children with a learning disability. Discover nine tips to help you be
a strong champion for your child.
Inclusion
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.
Common Signs of Dyslexia

Dyslexia is the most common cause of reading, writing and spelling difficulties. This article provides a brief overview list of typical signs of
dyslexia in preschool and kindergarten.
Special Education Basics

Your child may be eligible for special services that will help him or her succeed as a reader. Find out basic information about special education
and which children are eligible for receiving special education services.
Frequently Asked Questions About Special Education Services
Parents who have a child they suspect has a disability are likely to have many questions about special education. Find answers to commonly
asked questions about special education eligibility, IEP's, and re-evaluation in this guide for parents.
Your Child's Evaluation

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.
Phonological Awareness: Instructional and Assessment Guidelines

By: David J. Chard, Shirley V. Dickson (1999)
Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. Additional instructional
design guidelines are offered for teaching children with learning disabilities who are experiencing difficulties with early reading.
Who Are the Children Who Have Reading Difficulties?

By: Susan Burns, Peg Griffin, Catherine Snow (1999)
Knowing which children are more likely to be at risk for reading problems allows for early intervention to prevent the majority of these problems
from developing. Learn what group and individual factors make certain children at risk.
Advocacy in Action: You Can Advocate for Your Child!

Reading Methods for Students with LD

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.
Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Children with Reading Disabilities
By: David J. Chard, Jean Osborn (1998)
Many teachers will be using supplemental phonics and word-recognition materials to enhance reading instruction for their students. In this
article, the authors provide guidelines for determining the accessibility of these phonics and word recognition programs.
There Is No Place Called Inclusion

By: Cathy Pratt (1997)
Inclusion is a belief that ALL students, regardless of labels, should be members of the general education community. The philosophy of inclusion
encourages the elimination of the dual special and general education systems, and the creation of a merged system that is responsive to the needs
of all students.
Helping Your Special Needs Child

By: Susan Gruskin, Kim Silverman, Veda Bright (1997)
Parents who suspect their children have special needs can take several steps to make sure they get the support they need to help their children
succeed. Find out some of these steps in these tips for parents.
Early Warning Signs of Learning Disabilities

By: Coordinated Campaign for Learning Disabilities (1997)
The most common learning disability is difficulty with language and reading. Here are some warning signs of learning disabilities to look for in
preschool and elementary school children.
Simple Ways to Assess the Writing Skills of Students with Learning Disabilities
By: Stephen Isaacson (1996)
Student writing can be evaluated on five product factors: fluency, content, conventions, syntax, and vocabulary. Writing samples also should be
assessed across a variety of purposes for writing to give a complete picture of a student's writing performance across different text structures and
genres. These simple classroom help in identifying strengths and weaknesses, planning instruction, evaluating instructional activities, giving
feedback, monitoring performance, and reporting progress.
Literacy Tips for Parents of Children with Learning Disabilities

By: Ed Kame'enui, Marilyn Jager Adams, G. Reid Lyon (1996)
These tips for parents of children with learning disabilities emphasize to all parents the importance of helping children learn about letters and
sounds. Get concrete advice for teaching the alphabet, raising awareness about sounds, and promoting letter-sound knowledge.
Building Fluency: A Fundamental Foundational Skill

By: Judy Zorfass, Alise Brann, PowerUp WHAT WORKS
Learn about specific strategies you can use to differentiate instruction to help your students overcome fluency problems, as well technology tools
that can support development of fluency skills.
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Learning Disabilities: All Articles

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All Learning Disabilities articles

Literacy for All: Equitable Practices for Reading and Dyslexia

Teaching Digital Citizenship to Kids with Learning and Attention Issues

Recognizing Reading Problems

3 Big Misconceptions About Inclusion

8 Tips for Talking to Your Child’s Teacher About Dyslexia

11 Methods for Teaching Reading That Help Struggling Readers

Orton–Gillingham: What You Need to Know

FAQs About Evaluations for Learning and Attention Issues

Assistive Technology for Decoding, Vocabulary, and Comprehension

The Three Biggest Misconceptions About Assistive Technology

The SETT Framework for AT Tool Selection

AT Expert Dr. Christopher Lee: My Story

Q&A with Dr. Christopher Lee

How the IEP Team Decides on Assistive Technology

Assistive Technology That’s Built Into Mobile Devices

8 Places to Test-Drive Assistive Technology

Who Pays for Assistive Technology? Parents or Schools?

5 Examples of Universal Design for Learning in the Classroom

Assistive Technology: What It Is and How It Works

Text-to-Speech Technology: What It Is and How It Works

Assistive Technology for Reading

Assistive Technology for Writing

Dictation (Speech-to-Text) Technology: What It Is and How It Works

It Took Me Too Long to Decode My Daughter’s Dyslexia

Favorite Books for Kids with Learning and Attention Issues

10 Things You Can Do to Make Your Class Socially Inclusive

Q&A with Dr. Todd Cunningham

Visualizing and Verbalizing: Q and A with Nanci Bell of Lindamood-Bell

7 Things to Know About the 1 in 5 with Learning and Attention Issues

Assistive Technology 101

Assistive Technology Glossary

5 Things Your Grade-Schooler With Dyslexia Can Say to Self-Advocate

Graphic Organizers to Help Kids With Writing

6 Multisensory Techniques for Teaching Handwriting

Listen and Learn with Audio Books

Accessibility Tools and Resources: Getting Started with Accessibility

Supporting Students with Dyslexia: Standards, Accommodations, and Strategies

Phonics Instruction: the Value of a Multi-sensory Approach

Multisensory Learning at Home: Tips for Parents

Accessible Materials for Students with Print Disabilities

Exploring Digital Literacy Practices in an Inclusive Classroom

Beyond the Story Map

When Writing Is Hard

Q&A with Dr. Tracy Gray

Top 10 Resources on Spelling and Word Study

Using Assistive Technology (AT) to Promote Literacy in Infants and Toddlers

Embedded Supports to Differentiate Instruction for Struggling Students

Universal Design for Learning: Meeting the Needs of All Students

The Facts on Charter Schools and Students with Disabilities

Top 10 Resources on Dyslexia

Writing IEP Goals

Captioning to Support Literacy

Reading Together: Tips for Parents of Children with Cerebral Palsy

What Are Classrooms Like for Students with Learning Disabilities?

Effective Practices for Homework

Speech Recognition for Learning

Back-to-School Tips for Parents of Children with Special Needs

Back-to-School Tips for Special Education Teachers

Contents of the IEP

The IEP Team

Attention-Deficit/Hyperactivity Disorder (AD/HD)