National Center for Learning Disabilities

Facebook Twitter Google Pinterest NCLD YouTube

Take Action

A- A A+

LD in the News

LD-News-April17

April 17, 2014 | Science Daily
Impact of Childhood Bullying Still Evident After 40 Years
The psychological distress of childhood bullying is still felt by victims 40 years later, according to a new study. Researchers gathered data from 7,771 children who had been bullied between ages 7 and 11. The researchers then followed up with the children over time until the age of 50. They found that individuals who were bullied during childhood had a higher risk of depression, anxiety and suicidal thoughts. Victims of childhood bullying were also more likely to have lower levels of education, earn less and be unemployed as adults. They were also more likely to have poorer social relationships and report a lower quality of life. One of the researchers, Dr. Ryu Takizawa, said the study showed that "[t]he impact of bullying is persistent and pervasive, with health, social and economic consequences lasting well into adulthood."

Children with learning and attention issues are particularly susceptible to bullying. Want to know what you can do as a parent to stop bullying? Visit our suite of articles for resources and advice.

*    *    *

April 9, 2014 | U.S. Senate Democratic Steering and Outreach Committee
Roundtable With Early Education Advocates
This week, NCLD executive director James Wendorf and other education advocates met with Senate Democrats to talk about early education and learning opportunities. The discussion focused on ways to help young children get access to high quality learning. Several studies suggest that more than 25 percent of preschool children start school at a significant disadvantage. Everyone at the meeting agreed this needs to change.

Wendorf told the Senators that early screening for learning disabilities such as dyslexia must be part of the solution. He also made the case for more education funding in this area, echoing statements from his appearance last month on C-Span. Want to know more? Sign up for our email list and get updates on efforts to improve early education and screening for kids with learning and attention issues.

*    *    *

March 25, 2014 | National Education Policy Center
In Memoriam: Janette K. Klinger
Janette K. Klinger, a friend of NCLD who devoted her life to special education research and teaching, passed away on March 20, 2014. She was Professor of Education at the University of Colorado, Boulder. Janette’s work focused on bilingual and cross-cultural special education. She was a special education teacher for ten years in California and Florida, before earning a Ph.D. in reading and learning disabilities from the University of Miami. She authored or co-authored more than 100 articles, books and book chapters. Her book with Beth Harry, Why are so many minority students in special education? Understanding race and disability in schools, is a Teachers College Press bestseller.

Over the years, she was responsible for federally funded grants totaling more than 27 million dollars. She conducted research into reading instruction, Response to Intervention, special education and teacher quality, often focusing on students with diverse language and cultural backgrounds. In 2004, Janette won the American Educational Research Association’s Early Career Award for outstanding research. In 2010, she joined NCLD’s professional advisory board, and in November 2013, she became President-Elect of the Council for Exceptional Children. We honor Janette’s contributions as a teacher, researcher, leader and friend.

*    *    *

March 17, 2014 | Science Daily
Who’s Afraid of Math? Study Finds Some Genetic Factors
A new study has determined that genetics can play a role in why some people have a greater fear of math. The study involved 216 identical twins and 298 same-sex fraternal twins. All twins were tested on assessments of math anxiety, general anxiety, math problem solving and reading comprehension. Researchers compared results for each set of the identical and fraternal twins. By looking at the relationships between anxiety and math and reading ability, the researchers were able to conclude that math anxiety could be the result of both genetic factors and a person's environment at home and in school.

Does your child struggle with math? Read six important facts about math learning disabilities.

*    *    *

March 11, 2014 | Yale News
Levels of Key Brain Chemicals Predict Children’s Reading Ability
In the first study of its kind, researchers looking at the neurochemistry of children ages 6 to 10 found that levels of key brain chemicals were associated with reading ability. Children with higher levels of the metabolites glutamate and choline in their brains tended to have lower test scores for reading and language. When the researchers followed up with the children two years later, the same correlation existed for the initial glutamate levels. These two chemicals are also associated with hyperexcitability in children. Although there are no immediate implications for how we teach kids to read, this study is a step toward understanding the neurochemistry of reading development.

Want to find out more about reading difficulties? Learn about 12 important terms to know if your child struggles with reading issues or dyslexia.

*    *    *

March 5, 2014 | Office of Congressman Jared Huffman
Huffman, Van Hollen, McKinley, Walz, Gibson, Reichert Introduce Bipartisan IDEA Full Funding Act
A bipartisan group in representatives in Congress has introduced the IDEA Full Funding Act. In 1975, Congress passed the Individuals with Disabilities Education Act (IDEA) to guarantee every child with disabilities the right to educational opportunity. Although the federal government pledged to pay 40 percent of the per pupil expenditure for special education, it never lived up to that promise. Currently, IDEA is funded at only 15.3 percent. The IDEA Full Funding Act would increase spending each year to meet our nation’s commitment to children and schools.

We strongly support the IDEA Full Funding Act and have fought in Washington, D.C., for federal investment in education. Join our list of more than 56,000 parent advocates to help us push for the resources that children, teachers and schools need.

*    *    *

February 26, 2014 | The Guardian
Steve McQueen: My Hidden Shame
Director Steve McQueen’s film, 12 Years A Slave, tells the story of a free African-American man who is kidnapped and sold into slavery. The film is a brutal look at slavery in pre-Civil War America. In a wide-ranging article in The Guardian, McQueen discusses his background and reveals how school was a traumatic experience for him. One reason was his dyslexia: “I've never said this before, ever. But I was dyslexic. And I've hidden it, because I was so ashamed. I thought it meant I was stupid.” However, instead of stopping him, the trials in his personal life seem to have propelled him to create artistic films with great commercial success. 12 Years A Slave has earned $40 million in US ticket sales and has been nominated for an Academy Award for Best Picture. McQueen has been nominated for Best Director.

Here’s an interesting fact—late actor Steve McQueen who starred in films like The Thomas Crown Affair and The Magnificent Seven also had dyslexia. Are you interested in other filmmakers with dyslexia? Watch Quinn Bradley’s interview of Steven Spielberg.

*    *    *

February 18, 2014 | New York Times
Doctors Train to Spot Signs of ADHD in Children
How much training do pediatricians receive about learning and attention issues, such as ADHD? Not much, according to this New York Times article. Pediatricians may only get a few hours of formal training on ADHD or learning disabilities during their seven years of medical school and residency. There are new efforts around the country to address this lack of training. One example is a series of seminars by the Resource for Advancing Children’s Health to train doctors to diagnose and respond to ADHD. The seminars are supplemented by conference calls between doctors to discuss actual cases, as well as a hotline for expert consultation.

Did you know that NCLD is part of the effort to support doctors as they help children with learning and attention issues? Last year, in partnership with medical experts, we helped create the LD Navigator, a tool for doctors to use with patients.

*    *    *

February 18, 2014 | Office of Congressman Jared Huffman
Huffman, 138 Members of Congress Ask President Obama to Increase Funding for Special Education
On Tuesday, Congressman Jared Huffman led 138 members of Congress in sending a bipartisan letter to President Obama urging him to increase funding for special education services. Under the Individuals with Disabilities Education Act (IDEA), the federal government promised to pay for 40 percent of the average per student cost for special education in schools. The federal government has never lived up to that promise. The letter asks the President to increase IDEA funding for fiscal year 2015 and to fully fund IDEA over the next ten years.

NCLD executive director James Wendorf applauded the members of Congress who signed the letter, and especially Congressman Huffman for his call to action. During the 2013 budget battle, NCLD took a leading role in mobilizing over 3,000 of our parents to write Congress on this issue. Read how our efforts helped restore education funding for your child's education.

*    *    *

February 5, 2014 | Wired
What Musicians Can Tell Us About Dyslexia and the Brain
The exact causes of dyslexia are unknown, but one prominent theory is that the condition may be related to the brain’s ability to process sounds. Researchers decided to investigate how this theory might apply to musicians, whose livelihood depends on manipulating and creating sound. The researchers tested musicians with and without dyslexia on measures of auditory perception (the ability to tell sounds apart) as well as memory and reading speed and accuracy. On tests of auditory perception, musicians with dyslexia did just as well as musicians without dyslexia, and better than the general population. However, musicians with dyslexia did much worse on tests of auditory working memory (the ability to keep a sound in mind while using that sound for a task). Moreover, musicians with dyslexia who scored poorly on working memory tended to have the lowest reading accuracy. The results suggest a connection between auditory working memory and dyslexia.

The concept of working memory is important to understanding why children with learning and attention issues may struggle in school. Learn about strategies for helping a child with a weak working memory.

*    *    *

February 2, 2014 | Hattiesburg American
Students Face Various Obstacles: Diplomas, Jobs Increasingly Elusive
Ever since she was a young girl, Nikki Mclendon wanted to work in medicine. After finishing high school in Mississippi, Nikki enrolled in a medical assistant program at Antonelli College hoping to follow her dream. A few weeks later, she received devastating news from the college. Because Nikki earned an alternate diploma (an “occupational diploma”) rather than a regular diploma from her high school, she was ineligible for college. It’s a scene that repeats over and over across the country, as young adults learn that most colleges and employers don’t recognize their high school certificates or alternate diplomas. Nikki, who has ADHD, enjoyed school and took general education courses, but was offered the alternate diploma by school administrators after she failed a high school exit exam. She is now coming to terms with the fact that she may not be able to attend college with her current diploma.

Do you know how many students with learning and attention issues graduate with a regular diploma in your state? If not, it’s time to look at our report, Diplomas at Risk.

*    *    *

January 30, 2014 | The Atlantic Journal-Constitution
Seattle DE Red Bryant on Overcoming Dyslexia
Seattle Seahawks defensive end Red Bryant revealed during a pre-Superbowl interview that he was diagnosed with dyslexia in 1st grade. Bryant opened up about his struggles with reading and writing throughout school, and about the inspirational teacher who helped him believe he could make it to college. She told him, “You’re not dumb, you just learn differently.” With support from her and other teachers, he graduated high school and earned a degree from Texas A&M. Watch the full interview.

Do you know any other professional athletes with learning and attention issues? Read an article with some famous names that may surprise you.