As public fascination with brain research has grown in recent years, scientists have often warned educators and others who work with children against drawing sweeping conclusions based on the latest findings of neuroscience.

Genetic differences in the brain make learning to read a struggle for children with dyslexia. Luckily, most of our brain development occurs after we’re born, when we interact with our environment. This means that the right teaching techniques can actually re-train the brain, especially when they happen early.

The Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric Association, includes codes for all mental health disorders currently recognized. Small changes in the DSM can have a major impact on how conditions are understood and treated. Revisions to the 5th edition, to be released in May, 2013, include changes to the name and types of learning disabilities that are identified within the document. Between now and June 15, 2012, the DSM-5 Development team welcomes comments and questions on these changes.

A study of 26 students with LD and ADHD, who used the VCU Supported-Education Model, is summarized. Students received intensive education supports such as an Individualized Academic Support Plan.

Research-based information and advice for sizing up reading programs and finding the right one for your child with a learning disability.