Dear Maria, please evaluate some papers in attachment. If is it not so Ok, please inform me.

Vladimir

These might be helpful:

Wagner, M., & Newman, L. (2015). Longitudinal Post-High School Outcomes of Young Adults with Learning Disabilities or Emotional. Behavioral Disorders, in Bryan G. Cook, Melody Tankersley, Timothy J. Landrum (ed.) Transition of Youth and Young Adults (Advances in Learning and Behavioral Disabilities, Volume 28) Emerald Group Publishing Limited, 28, 31-61.

Warmington, M., Stothard, S. E., & Snowling, M. J. (2013). Assessing dyslexia in higher education: the York adult assessment battery‐revised. Journal of Research in Special Educational Needs, 13(1), 48-56.

Tamboer, P., Vorst, H. C., & Oort, F. J. (2014). Identifying dyslexia in adults: an iterative method using the predictive value of item scores and self-report questions. Annals of dyslexia, 64(1), 34-56.

Cortiella, C. (2011). The state of learning disabilities. New York, NY: National Center for Learning Disabilities. (http://gradnation.org/sites/default/files/The%20State%20of%20Learning%20Disabilities.pdf)

Specific learning difficulties

A specific learning difficulty is when children (and adults) are able to do well in some areas of learning, but unexpectedly have problems with other areas. Dyslexia (or difficulty with reading) is the most common type of the specific learning difficulty, but children may also have problems with number skills (dyscalculia) and writing (dysgraphia), as well as some other less common language and learning difficulties.

http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=122&id=1711

Dear Maria. All recommendations for specific training, there are two basic principles. These principles are important in the presence of a basic mental functions of the person you want to teach. Firstly, it is necessary initiates a human interest in learning. Any correct way. Secondly, you need to set up your own will systematically difficult and prolonged contact with the person you want to teach. After taking account of these two principles, it is advisable to apply a variety of innovative teaching methods.

Dear Maria:

I have found that my graduate research students struggle with completing their research, where otherwise they do well in their course work (A's and B's) and as an adult international student, I struggled like my counterparts with the U.S. - centric curriculum content that I could not readily connect with. Here are two of my articles that better describe these difficulties.

I extend best wishes for every success with your research.

Debra

Conference Paper Piloting Graduate Research E-clinics Toward Completion of Ma...

Data Generation I: International and invisible in a workforce edu...

Assessments and diagnosis

For a learning disability to be identified it is first important to rule out other factors that may be affecting the learning process such as visual, hearing, or motor impairments, environmental or cultural factors, or an acquired brain injury. The formal assessment of learning disabilities focuses on psychological and educational tests , including tests of intelligence and cognitive abilities, achievement tests, and tests of behaviour and attention. The tests themselves will yield scores that are able to give an estimate of the general intelligence (intelligence quotient or IQ) of the student, and the academic achievement level as compared to an established norm of the individual’s age group. A qualified psychologist or psychometrist may only conduct this formal assessment.

googleweblight.com/?lite_url=http://ldaptbo.com/ld-facts/types-of-learning-disabilities/&ei=EuCnQml3&lc=en-IN&s=1&m=498&ts=1446853187&sig=APONPFkY99FhBQJZHNtCPBc4GjvFrZPmSQ

Dear María,  Elisa Piedra is a Researcher who is working in Dyslexia in Adults. Her email is [email protected].

Good luck!

Good advices, Ximena!

Many thanks Takeshy