In a previous discussion Dr. Tom Hehir commented upon a National Institute
of Health study on learning disabilities that pointed out that in primary
grades, those having difficulty learning to read were almost equal in
numbers of boys and girls, but that boys go on to be identified as learning
disabled and many girls did not become labeled and served in that area.
Are
there any more recent studies which tried to find out why schools did not
go
on to label and serve the girls since this study?
Sue Sattel,
Facilitator
Equity Specialist,
Minnesota Department of Children, Families & Learning
<Sue.Sattel@state.mn.us>
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