PSYCH 100-B2

Reading and writing disorders: Research-based assessment and intervention By Layne Neel, Ashton Johnson, and Jeffrey D. Shahidullah APA.ORG-From Science to Practice | October 2011

Reading and writing disorders: a research-based assessment intervention by Layne Neel, Ashton Johnson and Jeffrey D. Shahidullah that examines different learning and writing disabilities and their IQ achievement criteria uses by APA to access them.
Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information.
Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking.
According to the researcher Layne, Johnson and Jeffery; on half of all special education services ‘children are under the specific classification learning disability category which imply that in fact reading disorders affect four percent of school-age children and constitute about ninety percent of student with learning disability with an additional ten percent of school-age population are affected by writing disorders. Of specific concern to educators, they explained. With many concern, the role that both reading and writing play in the educational consequence and results of student , the believe that educators and mental health practitioners need to and must participate actively in providing their help