The Validity of the Learning Disability Construct: A Review of Research from 2001-2010

• In Event: Poster Session 18
  In Poster Session: Current Issues and Topics in Special Education

Abstract

We review the last decade of research published in three refereed LD journals: Journal of Learning Disabilities, Learning Disability Quarterly, and Learning Disabilities Research and Practice. Articles from 2001-2010 (n = 841) were reviewed to determine: (a) the amount and foci of research, (b) the identification processes utilized to select participants with LD, (c) variance by article type, and (d) emerging trends. Results indicate that the most common article was empirical, focused on literacy, and included participants with LD. Further analyses reveal inconsistency in reporting regarding characteristics of participants with LD, and systematic differences in the inclusion and description of participants between studies. Findings suggest a need for greater clarity in reporting and renewed efforts to clarify the LD construct.

Authors

• Jeremy Miciak, The University of Texas

• Jacob Williams, The University of Texas - Austin

• Laura McFarland, The University of Texas - Austin