An estimated 150 million children are learning disabled within the world. Children with learning disabilities constitute the largest handicapping condition as well as the largest number of underserved or unserved students. Despite their widespread nature, few countries formally recognize learning disabilities as a handicapping condition or provide services to students who exhibit them. Methods that improve identification and intervention require a solid scientific foundation, one that will be strengthened by the research involvement of school psychologists and others in various countries. This article summarizes research concerning the cognitive qualities associated with the identification and remediation of learning disabilities, principally in reading, spelling and mathematics, as described through current literature from the United States and Canada. Professionals from other countries are encouraged to contribute to our literature on this pervasive and underserved disorder through research conducted in their countries.
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