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Research Roundup (LD News: July 2004)  By Dr. Sheldon H. Horowitz
Director of Professional Services, NCLD
A day doesn't go by when I don't find myself wishing for a few protected moments to catch up on my reading about "who's doing what" and "what we know" in the field of learning disabilities. While Web sites and professional textbooks continue to comprise much of my regular diet of reading material, there's nothing like diving into the seemingly endless (and much welcome) stream of professional journals to keep abreast of the LD community's ongoing search for knowledge.
My ongoing dilemma is what to read first! Journals cover a wide range of issues: neurobiology and education; effective teaching practices; policies that bridge research and practice at the state and local level; parents and professional working together; professional development for educators; early childhood and assessment. Some journals offer a potpourri of articles on different topics. Others focus on specific areas of interest, and it is not unusual to find the occasional "special issue" that invites experts to share data and opinions. As is the case with almost every publication, each journal tends to be written with a particular audience in mind.
Let me offer just one example of what you might find. I've selected a terrific article from the Journal of Special Education (Volume 37, Number 3, Fall 2003), a special issue with articles by scholars who answer the question "What is special about special education?" The lead article in this volume, written by Sharon Vaughn and Sylvia Linan"Thompson of the University of Texas at Austin, provides answers to this question through the lens of learning disabilities.
In other words, they help us understand some common treatment approaches for students with LD, whether they are effective (irrespective of their popularity) and some new approaches/models for early prevention and intervention. To whet your appetite, here are some ideas put forth in the article. These findings may seem obvious, but they should cause us to stop and take stock of our current thinking (and practice) in supporting students with LD, not only in school but at home, in social situations and in employment settings as well.
- Instruction for students with LD is most effective when it is explicit, intensive and supportive.
Students with LD learn best when instruction and practice are sequenced (easy items first) and well-matched to student abilities and emerging skills.
Teaching students 1:1 or in small, interactive groups really does make a difference!
Students learn best when adults (and peers) model learning behaviors, when they provide ongoing and systematic feedback and when they assist students "repair" or revise their work.
Learning about different strategies is not enough. Students with LD need to be taught when, where and how to apply learning strategies successfully.
Progress monitoring works! (teaching, measuring student progress on a regular basis, noting actual vs. expected rates of learning and adjusting teaching to ensure ongoing progress)
The skills underlying reading and writing (i.e. phonemic awareness, speed and accuracy) really do matter when it comes to improved performance in these areas.
Apologies in advance to those not listed, but here are few of the journals that live on the bookshelf in my office and that are well known to researchers and practitioners in the LD field. You can find many of these titles in public libraries, and certainly in the periodicals section at a nearby college or university. Some even provide access to articles online (indicated below). And don't be shy about asking your school district special education office if they subscribe to these journals. Journal of Learning Disabilities"This publication features research reports, case studies, opinion papers, and intervention strategies. Published by PRO-ED ( http://www.proedinc.com)
Learning Disabilitie: Research & Practice"This is a publication of the Division for Learning Disabilities, The Council for Exceptional Children. Keep an eye out for special series featuring key issues and articles by leading authorities in the field. ( http://www.cec.sped.org/bk/catalog2/divjourn.html)
The Journal of Special Education"This publication covers the special education landscape, offering information about a wide range of disabilities, including LD, sensory impairments, and mental retardation. Published by PRO-ED. ( http://www.proedinc.com)
Learning Disabilities: A Multidisciplinary Journal"This is a publication of the Learning Disabilities Association of America. ( http://www.ldaamerica.org)
Remedial and Special Education"This publication focuses on interpreting research and highlighting recommended practices. Published by PRO-ED ( http://www.proedinc.com)
Reading & Writing Quarterly: Overcoming Learning Difficulties"This journal provides information for university-based instructors and researchers, learning consultants, school psychologists and teachers about how to improve instruction for students in the areas of reading and writing. Published by Taylor & Francis Inc. ( http://www.taylorandfrancis.com)
TEACHING Exceptional Children"Magazine for teachers of children with disabilities and children who are gifted. Articles deal with practical methods and materials for classroom use. Six times per year. Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191-1589. Phone: 800/232-7323.
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