Cognitive deficits underlying learning disabilities - Research perspectives from the United States

An estimated 150 million children are learning disabled within the world. C hildren with learning disabilities constitute the largest handicapping cond ition as well as the largest number of underserved or unserved students. De spite their widespread nature, few countries formally recognize learning di sabilities as a handicapping condition or provide services to students who exhibit them. Methods that improve identification and intervention require a solid scientific foundation, one that will be strengthened by the researc h involvement of school psychologists and others in various countries. This article summarizes research concerning the cognitive qualities associated with the identification and remediation of learning disabilities, principal ly in reading, spelling and mathematics, as described through current liter ature from the United States and Canada. Professionals from other countries are encouraged to contribute to our literature on this pervasive and under served disorder through research conducted in their countries.