Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice. / Grigorenko, Elena L.; Compton, Donald L.; Fuchs, Lynn S.; Wagner, Richard K.; Willcutt, Erik G.; Fletcher, Jack M.
In: American Psychologist, Vol. 75, No. 1, 2019, p. 37-51.Research output: Contribution to journal › Article › peer-review
}
TY - JOUR
T1 - Understanding, Educating, and Supporting Children With Specific Learning Disabilities: 50 Years of Science and Practice
AU - Grigorenko, Elena L.
AU - Compton, Donald L.
AU - Fuchs, Lynn S.
AU - Wagner, Richard K.
AU - Willcutt, Erik G.
AU - Fletcher, Jack M.
N1 - Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37-51. http://dx.doi.org/10.1037/amp0000452
PY - 2019
Y1 - 2019
N2 - Specific learning disabilities (SLDs) 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 SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs 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 SLDs. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
AB - Specific learning disabilities (SLDs) 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 SLDs as a disability in the United States. Specifically, we address the manifestations, occurrence, identification, comorbidity, etiology, and treatment of SLDs, emphasizing the integration of information from the interdisciplinary fields of psychology, education, psychiatry, genetics, and cognitive neuroscience. SLDs, exemplified here by specific word reading, reading comprehension, mathematics, and written expression disabilities, represent spectrum disorders, each occurring in approximately 5% to 15% of the school-aged population. In addition to risk for academic deficiencies and related functional social, emotional, and behavioral difficulties, those with SLDs often have poorer long-term social and vocational outcomes. Given the high rate of occurrence of SLDs 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 SLDs. (PsycINFO Database Record (c) 2020 APA, all rights reserved).
KW - Etiology
KW - Identification
KW - Individuals With Disabilities Education Act
KW - Response to intervention
KW - Specific learning disabilities
KW - Specific learning disabilities
KW - Individuals With Disabilities Education Act
KW - identification
KW - etiology
KW - Response to intervention
UR - https://www.mendeley.com/catalogue/3b78b33c-1f1f-3e4e-aa57-5cc6d4d37e89/
UR - https://pubmed.ncbi.nlm.nih.gov/31081650/
U2 - 10.1037/amp0000452
DO - 10.1037/amp0000452
M3 - Article
C2 - 31081650
VL - 75
SP - 37
EP - 51
JO - American Psychologist
JF - American Psychologist
SN - 0003-066X
IS - 1
ER -
ID: 69824078