As a group, the five institutes have been highly productive of good quality research that is directly related to the work of teachers and clinicians. It is disappointing to note the lack of longitudinal studies, the low level of cooperation among institutes, the absence of consensus regarding definition and sampling, and the failure to test the replicability and generalizability of findings across the several institutes. Nevertheless, the institutes did yield useful information regarding the nature and complexity of LD, identify important variables in LD pupils’ academic and social success, devise and test effective interventions, and lay the groundwork for continuing study.
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