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At-Risk Children who Display Self-Regulation of Behavior have Better Academic Performance

A new study to be published in Early Childhood Research Quarterly by Michaella Sektnan reveals that at-risk children who are better able to control their impulsive thoughts and behaviors have better academic performance in reading, mathematics, and vocabulary. Sektnan used data on 1,298 children from birth through the first grade from the National Institute of […]

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When is a learning problem a PROBLEM?

A recent article by Edward Schultz in LDA Newsbriefs concerns new definitions of learning disabilities that must be recognized through the 2004 Individuals with Disabilities Education Improvement Act (IDEA). This article describes why severe discrepancies between ability and achievement (see below) are no longer required to qualify your child for an Individualized Educational Plan (IEP) […]

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