ArticleJournal of research on educational effectiveness2014
Learning Disabilities Research Studies: Findings from NICHD funded Projects.
Article in Journal of research on educational effectiveness, 2014. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Annual Research Review: Exposure to environmental chemicals and psychosocial stress and the development of children's learning difficulties.Journal of child psychology and psychiatry, and allied disciplines · 2025Review
- Towards a South African model of language-based learning disability.The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings · 2019Review
- Precision Education Initiative: Moving Towards Personalized Education.Mind, brain and education : the official journal of the International Mind, Brain, and Education Society · 2016Article
- The enormous economic burden of slow learners: A wake up call.Journal of postgraduate medicineArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
Abstract
Advancements in prevention and treatment of learning disabilities hold the promise of improving the educational, health, social and civic lives of affected children, adolescents, adults, and their families. To meet this promise, a continued, concerted effort is needed to develop and refine intervention approaches targeting struggling or at-risk learners and those identified with a specific learning disability. These interventions will be delivered in diverse settings by practitioners representing a range of disciplines. We need intervention options that address the developmental range of learners from our youngest to older secondary learners and include a sufficient breadth of intervention approaches to be relevant along the prevention to remediation (e.g., general education classroom and special education services in schools) spectrum. This special issue aims to move us closer to that promise by focusing on projects designed to inform intervention development and test specific intervention models for young, struggling learners at risk for or identified with a reading disability.
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.