Learning Disability Quarterly (LDQ) publishes high-quality research and scholarship concerning children, youth, and adults with learning disabilities. Consistent with that purpose, the journal seeks to publish articles with the potential to impact and improve educational outcomes, opportunities, and services.
Dr. Stephanie Al Otaiba speaks to the promise and ongoing challenges related to Response to Intervention (RTI) as a means of both prevention and identification of reading disabilities. Click here to listen to the interview.
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