Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice.

Abstract

Specific learning disabilities (SLD) are highly relevant to the science and practice of psychology, both historically and currently, exemplifying the integration of interdisciplinary approaches to human conditions. They can be manifested as primary conditions-as difficulties in acquiring specific academic skills-or as secondary conditions, comorbid to other developmental disorders such as Attention Deficit Hyperactivity Disorder. In this synthesis of historical and contemporary trends in research and practice, we mark the 50th anniversary of the recognition of SLD as a disability in the US. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLD, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLD, exemplified here by Specific Word Reading, Reading Comprehension, Mathematics, and Written Expression Disabilities, represent spectrum disorders each occurring in approximately 5-15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLD often have poorer longterm social and vocational outcomes. Given the high rate of occurrence of SLD and their lifelong negative impact on functioning if not treated, it is important to establish and maintain effective prevention, surveillance, and treatment systems involving professionals from various disciplines trained to minimize the risk and maximize the protective factors for SLD.

The Critical Role of Instructional Response for Identifying Dyslexia and Other Learning Disabilities

“…There is also variability due to environmental influences, including teacher effects, socioeconomic status, and parental level of reading (Friend et al, 2009; Petrill et al, 2006). Although there are multiple candidate genes for dyslexia, individual gene effects are small and the mode of inheritance is multifactorial and polygenetic (Grigorenko et al, 2020).…”

It’s Time to Be Scientific About Dyslexia

“…Youman and Mather (2015), for example, referred to a proposal for the state of Kansas that would have required schools to accept a dyslexia diagnosis from a licensed psychologist, physician, or psychiatrist and provide services accordingly. Audiologists, physical therapists, optometrists, and pharmacists may also seek a role despite the fact that these professions have no measures that can be employed to diagnose or treat dyslexia (or, indeed, other specific learning disabilities; Grigorenko et al, 2020). Sanfilippo et al (2019) advocated that pediatricians should seek to identify an early risk of dyslexia, and recommended that the medical community should become involved in national conversations about this condition.…”

Characteristics of Students Identified With Dyslexia Within the Context of State Legislation

“…For example, identification of students with dyslexia is a central component of most dyslexia laws, but prevalence rates of dyslexia are still reported based on research conducted before the passage of the majority of these laws (e.g., Fletcher, 2009; Fletcher et al, 2018; Lyon et al, 2007). In the literature that predates the passage of all but a few dyslexia laws, dyslexia was defined as a reading disability (for reviews, see Fletcher, 2009; Fletcher et al, 2018; Fletcher & Grigorenko, 2017; Grigorenko, 2001; Grigorenko et al, 2020). It was operationally defined as a deficit in isolated word reading and/or phonological decoding, as confirmed by an individual scoring below a set percentile rank on a norm-referenced standardized test of reading.…”