Supporting Students with Learning Difficulties: Evidence-Based Assessment, Intervention, and Classroom Strategies
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 15 September 2026
Special Issue Editors
Interests: learning difficulties; behavioral interventions; evidence-based education; academic motivation
Special Issues, Collections and Topics in MDPI journals
Interests: identifying reading difficulties and disabilities in Spanish-speaking English learners; examining the predictive utility of reading assessments such as curriculum-based measures and the Texas Primary Reading Inventory (TPRI); evaluating the impact of teacher professional development and coaching on reading outcomes; investigating the role of visual-motor integration skills in predicting reading achievement; developing and validating reading progress monitoring tools for beginning readers
Special Issue Information
Dear Colleagues,
Students with learning difficulties represent a diverse group whose academic challenges stem from complex interactions between cognitive, linguistic, behavioral, and environmental factors. Therefore, ensuring that these learners receive appropriate support requires assessment practices and instructional strategies that are not only theoretically grounded but also validated through rigorous research. Moreover, recent educational developments have increasingly emphasized early identification, inclusive practices, and effective intervention frameworks, yet the translation of evidence into classroom settings remains inconsistent across educational systems.
This Special Issue aims to highlight innovative and empirically supported approaches to assessment, intervention, and instruction for students with learning difficulties, across both general and special education contexts. We particularly welcome studies that investigate the efficacy of academic and behavioral interventions, frameworks for progress monitoring, digital and assistive technologies, and professional development initiatives that empower teachers to improve student outcomes. Conceptual papers, systematic reviews, meta-analyses, and high-quality empirical studies are all encouraged.
Research areas may include, but are not limited to, the following topics:
- Evidence-based instructional strategies;
- Assessment methods and data-based decision-making;
- Classroom management and behavioral supports;
- Assistive and digital learning technologies;
- Early identification and prevention;
- Inclusive education and teacher professional knowledge.
We look forward to receiving your contributions.
Prof. Dr. Matthias Grunke
Prof. Dr. Kristi L Santi
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- learning difficulties
- evidence-based education
- assessment
- intervention
- inclusive instruction
- behavioral support
- academic outcomes
- assistive technology
- prevention
- teacher professional knowledge
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