To Touch the Hearts and Minds of Students with Learning Disabilities: The Power of Mindsets and Expectations
Robert B. Brooks
We all possess assumptions about ourselves as well as others. We may not think about or be aware of these assumptions, but they play a significant role in determining our expectations and behavior. Even seemingly hidden assumptions have a way of being expressed to others. Not surprisingly, people begin to behave in accord with the expectations we have of them, and, when they do, we are apt to interpret this as a sign that our expectations are accurate. What we fail to appreciate is the extent to which our expectations subtly or not-so-subtly shape the behavior of others. In this article, the mindset of effective educators is described, especially in the process of teaching students with learning disabilities. An appreciation of this mindset can direct educators to become more skilled in reaching both the minds and hearts of youngsters with learning disabilities and helping them to become mroe motivated, successful, hopeful, and resilient.
Kindergarten Reading Interventions for At-Risk Students: Twenty Years of Research
Christie L. Cavanaugh, Ae-Hwa Kim, Jeanne Wanzek, and Sharon Vaughn
Findings from a synthesis of 27 intervention studies that examined the effects of school-based reading interventions
for kindergarten students at-risk for reading difficulties are reported. Results indicated that reading interventions were
effective for improving reading outcomes for kindergarten students with disabilities and those at-risk for reading difficulties
(i.e., low socioeconomic status, low phonological awareness, or low letter naming ability). Although there is
variation among intervention types and delivery, certain features (e.g., phonemic awareness component, small group
size, intensity of 15—30 minutes) produced the largest effects. The findings were consistent with converging evidence
that early intervention for the prevention of reading difficulties is effective for kindergarten students.
Learning Disability, Intelligence, and Fluid Cognitive Functions of the Prefrontal Cortex: A Developmental Neuroscience Approach
Clancy Blair
This paper examines the neurobiology of fluid cognitive functions of the prefrontal cortex and considers learning
disability as a specific example of a group of developmental disorders characterized by fluid skills impairment in
the presence of crystallized intelligence in the normal range. Research indicating fluid cognitive impairments in
children with learning disability is reviewed and developmental and measurement implications of these findings
are discussed. It is concluded that advances in knowledge of the neurobiology of the prefrontal cortex and in the
measurement of fluid cognitive functions can play a central role in progress in learning disabilities research.
An Introductory Primer on Multilevel and Hierarchical Linear Modeling
J. Kyle Roberts
The following article provides a brief primer and overview of multilevel and hierarchical linear modeling. The
school-effects model with random effects is illustrated with a heuristic dataset. Finally, recommendations are presented
for researchers studying learning disabilities who would like to utilize this methodology.
