This special series had its genesis 2 years ago during a Division for Learning Disabilities Showcase at the annual conference for the Council for Exceptional Children. The showcase focused on the research advances and the remaining concerns for identifying and serving students with learning disabilities (LD) and on promoting academic success for students within the context of tiered systems of support. In developing this special series, my friend, colleague, and Journal of Learning Disabilities (JLD) associate editor, Dr. Yaacov Petscher and I intended this special series to identify positive innovations for improving outcomes for students with LD, while also describing (a) challenges related to varying implementation of Response to Intervention (RTI) and Multitiered Systems of Support (MTSS), and (b) lingering concerns about operationalizing “response” within RTI and identification for dyslexia and LD. We are grateful for the contributions of the eight teams of authors of these articles, which will be split across two issues of the journal.

中文翻译：

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在多层次支持和对干预的反应的背景下识别和服务有学习障碍的学生，包括阅读障碍。

这个特别系列的起源于 2 年前在特殊儿童委员会年度会议上的学习障碍展示司期间。展示的重点是研究进展以及识别和服务有学习障碍的学生 (LD) 以及在分层支持系统的背景下促进学生学业成功的其余问题。在开发这个特别系列时，我的朋友、同事和学习障碍杂志( JLD) 副主编 Yaacov Petscher 博士和我打算通过这个特别系列来确定改善 LD 学生成绩的积极创新，同时还描述了 (a) 与不同实施干预措施 (RTI) 和多层支持系统相关的挑战（ MTSS)，以及 (b) 对在 RTI 内实施“反应”和识别阅读障碍和 LD 的担忧挥之不去。我们感谢这些文章的八个作者团队的贡献，这些文章将分为两期期刊。