Several decades of research have made it clear that by the time children enter school they already vary widely in their reading-related knowledge and skills. How well do these differences predict differences in reading acquisition? What can they tell us about the causes of reading disabilities? How might these research findings be used to reduce the number of children who have difficulty learning to read? Answers to such questions are fundamental for designing early interventions for children at risk. In this paper, we summarize what has been learned so far, and discuss what directions need to be taken in future research so as to provide fuller answers.In recent years, it has become clear that the process of learning to read does not begin when a child enters school, but instead starts very early in the preschool period. With this recognition of the importance of early literacy experiences come two related questions: r Can preschoolers' language and literacy skills serve as reliable indicators of future reading abilities, and thus be used as a basis for preventing reading difficulties?r What do the known relationships between pre- *

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The involvement of animals is almost commonplace in many schools, although actual data documenting the extent and nature of human-animal interaction (HAI) in these settings are sparse. We provide an overview of the existing research and argue that the inclusion of animals in classroom settings can have an indirect effect on learning by directly affecting motivation, engagement, self-regulation, and human social interaction through those activities in which the interaction with animals is embedded. We support this theory with examples from the growing body of work indicating that, under specific conditions, with proper safeguards, HAI activities can benefit both typically developing children and those with developmental disabilities by reducing stress and anxiety and improving social interactions and by enhancing motivation, engagement, and learning.Nonetheless, a more comprehensive evidence base is needed to support this theory and to inform policies and practices for HAI in education settings, activities, and interventions.

Elena L. Grigorenko, and was reviewed by two anonymous referees following normal peerreview process. Targeted commentaries and responses to this piece of no more than 4,000 words are welcomed and will be considered for publication in the yearly "Directions" issue of NDCAD.

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.The purpose of this special issue of Learning Disabilities Research and Practice (LDR&P) is to illuminate and underscore the complexity of identifying learning disabilities (LD) in English Language Learners (ELLs). A second goal is to map out some of the research areas that must be addressed. The articles comprising this special issue were crafted to identify the critical issues confronting the field, discuss the approaches to research that should be applied to these complex issues, and indicate the direction that future research should take if we are to decrease both the underreferral and the overreferral of ELLs for special education and accurately identify those ELLs who require special education assistance. We hope that the information presented will stimulate additional research and foster the interdisciplinary collaborations that are essential for the development of a comprehensive and productive research program.Although little is known about LDs in ELLs, there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English-speaking students. To most efficiently move forThe assertions and opinions contained herein represent those of the authors and of their symposium participants as recorded and interpreted by the authors; they should not be taken as representing official policies of the NICHD, NIH, OSERS, OELA, or the U.S. Departments of Health & Human Services and Education.Requests for reprints should be sent to Peggy McCardle, Ph.D., MPH, NICHD, 6100 Executive Blvd. Suite 4B05, Rockville, MD 20852-7510. Electronic inquiries may be sent to pm43q@nih.gov. ward with research on this important but underresearched subgroup of the U.S. population, we must build upon that knowledge base to inform the identific...

Epidemic, louse-borne typhus persists in the rugged, mountainous areas of Ethiopia and much of northeastern and central Africa as well as in the rural highlands of Central and South America, where the conditions of living favor the harboring of body lice and where antibiotic treatment and effective louse-control measures are unavailable. The historical significance and current epidemiology of typhus, including the reservoir of Rickettsia prowazekii in flying squirrels in the United States, are reviewed, and the clinical presentation, laboratory findings, and hospital course in the cases of 60 patients admitted with epidemic, louse-borne typhus to the St. Paul's Hospital in Addis Ababa, Ethiopia, are described. Treatment of this disease with oral doxycycline, tetracycline, or chloramphenicol prevents complications and results in prompt resolution of symptoms.

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Low literacy levels in adult learners pose an educational, and public health challenge to practitioners and the scientific community. Increasing demands placed on literacy can limit opportunities in the workplace and access to health related resources, negatively impacting public health. Current estimates suggest over forty million adults in the U.S. possess only the most basic and concrete literacy skills (National Center for Education Statistics, 2003). Despite the estimated number of learners possessing minimal literacy skills in English in the U.S., there remains a paucity of research focused on adult learners to inform remediation efforts. This special issue represents an important step in highlighting the current scientific knowledge base and the implications for future directions and lines of inquiry with adult learners.