Learning Disability Quarterly

Learning Disability Quarterly is a magazine for educators and other professionals in the field of education. This periodical features articles about research on the various aspects of learning disabilities. Founded in 1978, the Council for Learning Disabilities publishes Learning Disability Quarterly quarterly. David Scanlon is the Editor.

Articles from Vol. 34, No. 4, November

Effects of Cognitive Strategy Instruction on Math Problem Solving of Middle School Students with Learning Disabilities
Abstract The purpose of the study was to improve mathematical problem solving for middle school students with learning disabilities by implementing a research-based instructional program in inclusive general education math classes. A total of 40...
From the Co-Editors-in-Chief
We are pleased with the opportunity to continue to serve as co-editors-in-chief of Learning Disability Quarterly (LDQ) under the ownership of the Hammill Institute on Disabilities. We are excited about the new LDQ look and the new manuscript submission...
From the Publications Director
I am pleased to announce that the Hammill Institute on Disabilities, a 501(c)(3) nonprofit corporation based in Austin, Texas, has assumed ownership of Learning Disability Quarterly (LDQ), effective with this issue. The mission of the Institute is...
Impact of Motivation to Read on Reading Gains for Struggling Readers with and without Learning Disabilities
Abstract This study was an investigation of the impact of motivation to read on reading gains of struggling readers with and without specific learning disabilities (LD) who were exposed to a structured, research- based daily reading program over...
Learning Disabilities: Implications for Policy regarding Research and Practice: A Report by the National Joint Committee on Learning Disabilities March 2011
Founded in 1975, the National Joint Committee on Learning Disabilities (NJCLD) is a national committee of representatives of 12 organizations committed to the education and welfare of individuals with learning disabilities. More than 350,000 individuals...
Multiple Goals Perspective in Adolescent Students with Learning Difficulties
Abstract In the present work, the hypothesis of the existence of diverse motivational profiles in students with learning difficulties (LD) and the differential implications for intervention in the classroom are analyzed. Various assessment scales...
RTI Confusion in the Case Law and the Legal Commentary
Abstract This article expresses the position that the current legal commentary and cases do not sufficiently differentiate response to intervention (RTI) from the various forms of general education interventions that preceded it, thus compounding...
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