BOOKS FOR LEARNING DISABILITIES

From Laura H:
Landau, E. (1991).  Dyslexia.  New York; Franklin Watts.

 Dyslexia is a non-fiction book that can be used to explain dyslexia to elementary school students (3-6 grade).  The book starts out with a storyline about a boy named Mark who learns he has dyslexia.  Most of this portion of the book is from Marks point of view.  The rest of the book discusses learning differences between students with Dyslexia and those without.  The information presented in the book is complimented by pictures (as opposed to illustrations).  The pictures reflect people of all ethnicities, ages, and participating in many different activities.  The story and information presented in the book were clearly oriented for elementary students, but the reading levels is at the 3-4 grade level.  Parts of the book could be used with younger students, but would need to be shortened (the chapters are fairly long).  This book can be used in a variety of different ways: as an example of first person point of view of what it is like to have dyslexia; to explain the learning differences; or to address the medical/biological aspects of dyslexia. (62 pages)

Senisi, E.  (1998).  Just kids; Visiting a class for children with special needs.  New York; Dutton Children’s Books.

 This book was written for elementary students, but is too lengthy to read aloud in one day.  The story is illustrated through pictures that reflect a variety of races, ages (pre-school through elementary school) and disabilities.  The story begins with students bullying a student with learning disabilities, refusing to play with her because she is from the "retard class."  This book addresses social issues among all types of students.  It also addresses the discomfort many people feel around others with learning disabilities.  Some people (educators, parents, administrators) may feel uncomfortable with some of the language and conversations in the book.  However, these elements make the discussion of the problem more realistic.  The major disadvantage of this book is that it is fairly long.  It would take a couple of days to read aloud (and keep student’s attention!).  However, this book could be used in any age classroom to facilitate discussion about differences.  (40 pages)

Winkler, H., Oliver, L. (2003)  Hank Zipzer; The mostly true confessions of the world’s best underachiever.  I got a "d" is salami.  New York; Grosset and Dunlap.

 This book is an crazy drama about a how Hank, a frustrated student, destroys his report card by grinding it up and sneaking it into a salami his mother ends of giving his teacher as a gift.  Hank spends most of the book debating with himself and his friends on what he should do about the salami. In the end, the salami problem is solved and Hank and his parents learn that he might have a learning disability called dyslexia.  This book was engaging and funny.  The story can be used with students from 4rd to 7th grade.  This book would be great to read aloud to all students, especially those who are weak readers.  The storyline is appropriate for a range of ages because it is funny and addresses issues such as family, trust, learning differences, and friendship.  The races of the characters are unclear in the writing, but the cover depicts a white male.  Both male and female characters are present throughout the book.  This story would also work as a discussion piece for the following topics: family, trust, truthfulness, learning differences, struggling with school, and friendship.  It might also provide an example of creative writing and story telling.  (167 pages).
 

From Kelli:

Marek, M. (1985). Different, not dumb. New York: Franklin Watts.

This is the story of a boy who reverses letters and struggles with reading. He is referred to testing by his teacher and then finds success with the reading specialist. His success with reading enables him to read a large word that ultimately helps avert a serious accident near the schoolyard. Black and white photographs illustrate this book, showing a mostly stereotypical white middle-class school and family setting. The photographs give the book a dated look. The general education teacher is depicted to be somewhat unfriendly and cold, but she does refer him to the specialist for help. The reading specialist is an African American teacher and she receives a positive portrayal. The main character is a boy, which fits the stereotype and dyslexia is a learning disability that affects boys. Overall, the story seems tidy and oversimplified, but since it is aimed at younger elementary school aged children, perhaps too many details would interfere with the story of a dyslexic boy who receives help. This book could be used to provide information to children who are experiencing similar problems, or to a whole group or class so that they come to understand the diversity and differences among people.
 

Robb, D. B. (2004). The alphabet war: A story about dyslexia. Morton Grove, IL: Albert Whitman & Company.

This is the story of a boy, Adam, who struggled with reading, mixing letters around and seeing words backwards. In his early elementary school years, other students surpassed him in reading, leaving him to feel dumb and angry. It wasn’t until third grade that the school and his parents identified his problem, tested him, and began reading with a specialist. There he slowly began to learn to read. Meanwhile, his fourth grade teacher elicited information from him orally rather than on a written test, and Adam began to realize he really was bright. He gained confidence until, at the end of the book, he is shown reading a book independently.

The illustrations are very imaginative and add a lot to the story. The story also does a good job portraying Adam’s feelings. The book accurately depicts dyslexia as a learning disability that is most often associated with boys, although this may not actually be the case. Also, unfortunately dyslexia is not usually diagnosed until about third grade, which was the case in this story as well. The story appears to be that of a white middle-class student, with no diversity (beyond that of a boy with a learning disability) represented in the book. The book seems to be aimed at elementary students, and could be used to provide information for students with dyslexia, or for classrooms or groups exploring issues of diversity.
 

Banks, J. T. (1995). Egg-drop blues. New York: Houghton Mifflin Company.

This story is about two twin brothers who have to work together to earn a higher grade in science. On of the brothers, Judge, is struggling with dyslexia. His mother initially wants to place him in a different school, but decides to let him stay when she realizes the commitment level of his teacher at his current school. Judge also improves his performance in school after his dad buys him a tape recorder and he begins to listen to what he has just read. The boys are African American with divorced parents. This book is in line with the stereotype that dyslexia affects boys, although it is disturbing that his dyslexia is only now being dealt with in sixth grade. This book seems to be aimed at about sixth grade, and would be useful in the classroom either as a way to discuss differences, or to examine dyslexia directly. This book is, however, somewhat poorly written. It is choppy and hard to follow at times and is a little dull and lacking in the plot and characters.

From Mindy:

Hank Zipper: The Mostly True Confessions of the World’s Best Underachiever .  Niagara Falls, or Does It?  By Henry Winkler and Lin Oliver Grade 3-5
132 pages

Summary of storyline:

Hank is an amazingly creative and passionate fourth grader. He always tries his best on school assignments, but his best never seems to be good enough for his parents, teachers or principal. When he is assigned to write a five paragraph essay about his summer, Hank struggles to get even one sentence down on paper. Then he comes up with an amazing idea that will wow everyone, or will it?

How learning disabilities are presented:

This story tells about the intricate thought process of Hank, a creative but struggling student who is easily distracted. As he tells the reader his story, Hank often goes off on tangents allowing the reader to fully understand how he thinks and feels in class. Despite his problems in class, year after year, nobody has approached Hank with the possibility that he has a learning disability. In the end, he befriends a music teacher in detention who approaches Hank and his family about the possibility of Hank having a learning disability.

Positive:

This books clearly shows how the brain of student with an undiagnosed learning disability functions. It also demonstrates how Hank’s learning disability impacts his home life, friends and behavior in addition to his academic success. This story also has a diverse cast of ethnicities. However, it does present any cultural issues or customs.

Negative:

While this story presents the reader with an idea of how Hank’s brain works, it is not until the last chapter that the possibility that Hank has a learning disability is brought up.

Spaceman.  Grade 3-5.  138 pages

Summary of storyline:

Gary is different from other children. He struggles in every subject, never gets an A and gets made fun of by all his classmates. One day Gary finally has enough of his classmates torment and throws a classmate on his head. That moment began what would be a drastically different rest of the year. Gary was switched to a fulltime special education class. Filled with anger about this change, which verified that he was different, it seems impossible that Gary will ever like his new class.

How learning disabilities are presented:

This story shows the process of going from a regular class to a special education class. When Gary’s behavior and grades are not up to his grade level expectation, the teacher recommends him for special education. Once he joins the special education class, this book illustrates how Gary adjusts to the new environment both the hardships of being different from the kids in his previous school and realizing that he can make friends with a group of students who are similar to him. In addition to the inner turmoil of Gary, this book presents a clear picture of what a special education class would like in terms of assignments, classroom layout and individual accommodations

Positive:

This shows how a special education and tradition classroom can be different and how those differences impact a learner with special needs.

Negative:

There are some inaccuracies about how a student gets referred to special education. In this book the teacher, principal and part-time special education teacher made that decision without the parents or student’s input. In addition, the storyline was pretty boring and might be hard to keep the interest of students.

Just Kids: Visiting a Class for Children with Special Needs.  Ellen b. Senisi.  Grade 4-6.  38 pages with illustrations

Summary of the storyline:

After Jesse calls a student in the special education class a retard, she is asked to help out in the special needs classroom for a half an hour each day. During that time, she observes students with different learning disabilities and learns about each individual student’s challenges. As time goes on Jesse begins to accept and care about the students in the special needs class. The experience overall helps to inform Jesse about different learning disabilities and the importance of accepting people who seem different.

How learning disabilities are presented:

Each day that Jesse comes into the class, a different student catches her attention. Once the teacher recognizes that Jesse is curious about a particular student, she explains to Jesse why that student is in this class and helps Jesse to develop her own ideas about how to help that person. The teacher also helps Jesse to understand that she doesn’t need to feel sorry for students with disabilities by helping Jesse to empathize with the special needs students.

Positive:

This book presents information about a variety of learning disabilities including autism, ADHD, Down Syndrome and many more in an informative yet interesting way. The photographic illustrations help the reader to see that the characters in this book are real people just like you and me. It also uses proper terminology and presents were slang or labels are inappropriate. By doing this reader is treated like an adult capable of understanding complex information about people. Overall, it would be a great source for upper elementary or middle school students to get information about learning disabilities.

Negative:

While this book does present accurate and factual information in a story format, the writing style, words and illustrations combined might make it difficult for struggling readers. Because it is fact loaded, I have a feeling it would be more likely used as a reference resource than an independent reading chose. (This could be a positive or negative, depending on what your objective is as a teacher.)

From Sue:

Gilson, J. (1980). Do Bannana’s Chew Bubble Gum? Beech Tree Paperback Books: NY

Sam Mott is a sixth grader who can barely read or write. After moving to a new town, Sam decides that he doesn’t want his new school to find his secret out. He tries to hide his secret from his teacher, his new friends at school, and his employer at his babysitting job. His employer, Mrs. Glass begins suspecting he can’t read very well when he is given written instruction on how to care for her children. At school, Sam’s new friend Alicia also discovers his secret. When she offers to help, Sam grows angry with her. While babysitting for Mrs. Glass, Sam and her children discover artifacts left by a Native American tribe in Mrs. Glass’ backyard. An archeologist arrives and gives Sam a book. Sam cries because he is unable to read the book. Meanwhile, Sam’s parents are notified by his teacher about the quality of his work. The teacher wants Sam to take tests to find out his learning disability. Sam refuses to take the tests. When Alicia accidently embarrses him in a spelling bee, Sam realizes how much not reading could affect him. Mrs. Glass also threatens his job if he refuses to take the tests. Sam decides to take the tests, and his given a strategy to start reading bigger words. Sam also learns he is able to accommodate his learning disability with a tape recorder. Sam is able to keep his babysitting job and begins learning to read using the new strategy.

Strengths: The story was told in the first person which may allow the reader to understand and identify with Sam’s emotional reactions and thoughts. This story does not have a technical vocabulary related to learning disabilities. This may help younger readers not get bogged down with vocabulary. Through Sam it was shown how not reading could affect an individual and his/her future. There is also a very brief history of a Native American tribe.

Weaknesses: There were no minorities present in this story. There were no illustrations in this story. The print of the book was small. The account of the very brief history of the Native American tribe may need to be checked for accuracy.

Catler, J. (1997). Spaceman. Puffin Books: NY.

Gary Harris is in the fifth grade, and he is barely able to read and write. He deals with his problem by spacing out which allows him to ignore the negative comments of his father, his teacher, and other kids at school. His fifth grade teacher recommends that Gary be tested to discover his learning disability. Gary starts taking the tests, all the time being told he would probably be placed in a special education class within his school. After a series of tests, Gary is teased by one of the kids at school. Losing control of his temper, Gary picks up the bully and holds him above his head. Gary spaces out while holding the bully up until several other students yell for Gary to drop him. Gary lets go and the bully lands on his head. After this incident Gary is placed in a different school that deals specifically with learning disabilities due to his "serious behavioral problems". At first Gary is unsure of his new school because it seems just like his old one. Gary is told he is dyslexic and the teacher begins to work with Gary. Meanwhile, Gary’s father wants Gary to switch schools. Gary’s mother is unsure the change would help Gary. Both parents are called into a meeting with Gary’s new teacher. During the meeting Gary starts spacing out until his teacher begins praising his progress. Gary gains control over his attention span the more the teacher praises him. After the meeting Gary is finally praised by his father for his progress in school.

Strengths: This book gives a simplified definition of dyslexia. For the most part, the words in this book are simple and small. The story moves fast. The print is large print.

Weaknesses: There were no minorities in this book. The main character is male. There may need to be vocabulary preperation for struggling readers because there are words such as "behavioral disturbance" and "social problems" used in the story.

Lester, H. (1997). Author: A True Story. Houghton Miffin Company: MA.

The main character in this children’s story was the author. At an early age the author discussed how she could barely write. After having a lot of help, she finally wrote correctly. However, she often dreamed of what she would become when she couldn’t think of anything to write. When she grew up, she became a teacher. After a friend suggested she should write a book, she became an author. At first her books were rejected. The author discussed how she would begin the writing process again until a book was finally accepted. The author described how she felt about becoming an author. The author concluded that using a computer helped her write as well as keeping a fizzlebox for ideas when she hit writer’s block. The author further concluded that the key to her success was to keep writing, and that writing could be done anywhere, at anytime, on anything.

Strengths: The main character is female. The author gives suggestions for struggling writers such as keeping a fizzlebox for ideas and using a computer. This book has a lot of illustrations that correspond with the story.

Weaknesses: This book seems geared for fifth grade and younger. The exact reading level of this book is unknown. Some words such as "acceptance" and "illustrator" may be too difficult for individuals struggling with reading. One minoritiy is depicted in the illustrations half-way through the book.

From Victoria:

"Spaceman," by Jane Cutler (ages 9-12)

Brief Summary:  In this book, the main character "Gary" has a learning disability. Students at school tease him and call him "spaceman," because he spaces out all the time. Gary is sent to a new school because of his learning disabilities and behavior issues. In this new school, Gary discovers how to learn in a new way. His self concept and school attitude begins to change as he becomes successful in his new classroom and school.

Positive: This story would be a great read for a student struggling with learning disabilities. This story demonstrates that there is hope and light at the end of the tunnel for students that are struggling in school.

Problematic:Throughout the whole storyline the author seems to be discouraging mainstreaming.

Curriculum ideas:"Spaceman" could be read aloud in an elementary classroom to encourage discussions on differences , and empathy. It is also a great instructional tool to teach students about what it means to have a learning disability since many elementary age students may not understand what it means to have a learning disability.
 
 
 

"What Do You Mean I Have a Learning Disability?" by Kathleen Dwyer. ages 7-10

Brief Summary:This is a picture book about a boy with a learning disability. The main character "Jimmy" is disruptive in class, doesn’t like to be in school and doesn’t do his homework. He is tested and is found to have a learning disability. The story comes to an end with Jimmy succeeding in school with the help of a tutor. His self-esteem and attitude about school change for the better.

Positive:This book has pictures! This book does a great job at displaying the feelings that students may go through when they have a learning disability.

Curriculum ideas:This story could be read aloud in an elementary classroom to encourage discussions on differences , and empathy. It also could be used to teach students about learning disabilities, children with special needs and acceptance of others.
 
 

Life Issues. Dropping Out byVictoria Sherrow.  ages 14-18

Brief Summary:  This book is written for teens who may be contemplating dropping out of school. The book touches on many issues including learning disabilities. The book defines learning disabilities, examines causes, lists signs of learning disabilities, where to find help, and college programs for students with learning disabilities.

Positive:  The author is very positive in encouraging students to stay in school. The books does provide information on where to go to help and college programs for students with learning disabilities.

Problematic:This information is presented in a very boring way. This books is for teen students contemplating dropping out of school. The way this book was written, I doubt the fact that they would ever take the time to read it. This book is written like a typical textbook or encyclopedia.

Curriculum ideas:This book might be used for lessons on how different life issues impact school performance.

From Connie:
1. Elementary

Joosse, B.M. (1992). Nobody’s Cat. New York: Harper Collins.
 A stray cat and her kittens grow hungry and cold in the winter. She seeks solance at the home of a learning disabled boy. He and his mother offer the cat milk and find a home for her kittens. Instead of the kittens the boy chooses to keep the momma cat.

Critique: This story is well illustrated. The boy’s mother expresses stereotypes of city people as people who would leave cats and kittens out in the cold for someone else to pick up. There is not much character development of the white boy or his white mother.

Used in curriculum:

2. Middle School

Winkler, H. & Oliver, L. (2003). Hank Zipzer: The mostly true confessions of the world’s best underachiever. New York: Grosset & Dunlap.
This story is about a young white middle class fourth grade boy, Hank, with math and writing learning disabilities. He and his two friends form a magic group called Magik three. Throughout the story Hank deals with his learning difficulties and also realizes his strengths.

Critique: The use of metaphors is trite and overdone but the story may appeal to white middle class boys. Ashley Wong, his Asian friend, is (stereotypically) good with numbers. Lots of action and dialogue make this story a fast read.

Used in curriculum:

3. Middle/High school

Abeel, S. (1993). Reach for the Moon. Duluth, MI: Pfeifer-Hamilton.
This book is a compilation of stories and poems written by Samantha, a girl with learning disabilities, her parents and teachers. She encourages others with disabilities to find their strengths and to understand that they are not stupid but learn in different ways than traditional learners. The book ends with suggestions for students with learning disabilities and their parents.

Critique: In her stories, Samantha makes several stereotypical references to "Indians" like, "so I danced with the Indians in the forest". The teacher would want to discuss with the students why the author chose words like Indians and what she might have used in their place. The poems and stories may or may not appeal to young readers. But I think the idea of a successful young woman with a learning disability is a good model for them. Also, the accounts of how Samantha came to succeed in school by her teacher might inspire some. The water color illustrations by Charles R. Murphy are beautiful with arrangements in color. However, he painted Native American which might be offensive if he is not native himself.

Used in curriculum:

WEBSITES FOR LEARNING DISABILITIES

www.ld.org

Kelli: This is the website for the National Center for Learning Disabilities, which provides information on awareness, advocacy, education, and treatment of LD. Specifically this site contains definitions and descriptions of dyslexia and dyscalculia, and provides links to resources and research. This site also has information on NCLB and IDEA 2004 and how those affect these learning disabilities. This site seems fairly useful and easy to manipulate, providing basic overview information on what the disabilities are and where to find more information.

Sue: This website is for the National Center for Learning disabilities. Along with a "News" section, this website also has a guide for working through the No Child Left Behind Act for individuals diagnosed with a learning disability. Some strengths of this site include a search engine feature, a fact section on most learning disablities, and a "Living with LD" section geared towards teens and adults. Some weaknesses include not having a "Living with LD" section geared towards teachers, lack of current research that is accesible, and the legal section is not geared towards a teenage audience.

Victoria: This website is provided by the national center for learning disabilities. This site provides informational links including information on the No Child Left Behind Act and the reauthorization of IDEA. This site also provides an online newsletter that you can subscribe to. At first glance this site didn’t seen to have very much information on learning disabilities, but when I clicked on other the fact link there was a plethora of information in PDF format.

Connie: This site provides helpful links in large font on the left side of the page. The links are clear and easily accessible. This site is most unique for its resource locator, which allows the surfer to access resources in her state.

- LD InfoZone
v Resource locator, enter your state and a list of resources for your area pop onto the screen. The search can be limited by age.
v Fact Sheets, provide the ABCs of learning disabilities (definitions, and answers to questions); advocacy links, and other issues

- Living with LD
v Resources on dyslexia and dyscalculia
v Information on IDEA 2004
v Helpful links for: (a) your future, (b) education choices, (c) building skills, and (d) finding support
v Legal rights
 
 

- LD Advocate
v Guides to make NCLB work for you
v IDEA Update
v Guide to advocate for LD references
v Suggests students with LD need NCLB (because students are underserved)
v National Policy Priority
v Statistics of Students with LD
v Many other resources including: summits, surveys, activities, and reports

www.ldonline.org

Kelli: This website provides basic as well as in-depth information about learning disabilities. In addition, the site provides much of the latest news and legislation affecting people with learning disabilities. One nice feature of this site is that there are sections for parents, kids, teachers, and volunteers. There are also first-person essays, which really help round out the perspectives on the issue. There is also a forum for posting questions and responses, many of which are posted by teachers. For someone wanting to go beyond just a basic definition of learning disabilities, this site has a lot to offer.

Victoria: This website provides information for parents, teachers and other professionals on learning disabilities. This site includes a link for kids, teaching strategies link, an online store, newsletter signups, Overall, this is a great place to visit for basic information about learning disabilities.

Connie: Once you get over the small font on the homepage you will find this resource a 5-star class act. This site is most unique for its LD chat room, international resources and display of students’ work. Helpful links include:

-The ABCs of LD/ADHD: (definitions, types and frequently asked questions)
-LD in Depth: (includes)
v Adult issues    - Technology
v Assessment    - Self-esteem
v Bilingual LD    - and much more

- What’s New
v Technology
v World News
v New Articles
v Legal Briefs
v Ask Dr. Silver
v Kidzone

- Personal Account Essays

 - Experts

 -For Parents: (includes)
v New SAT changes
v Tool kits for parents
v Homeschooling
v Rights

- For Kids
v Art Gallery of students’ work
v Fun books
v Fun Activities
v Magazine

- For Teachers
v Tips for interactions with students and parents
v Inclusion
v Mentor teachers
v Resources
v Research

- For Volunteers
v Tips for working with people with learning disabilities
v Definitions
v Resources

- Calendar
v Fairs, tours, symposiums and more

- Forum
v Chat rooms about learning disabilities

- Resources
v National organizations
v Canadian resources
v International links
v LD schools
v And more…

- Headlines
v Major news articles concerning LD

- Yellow Pages
v Helps locate professionals, products, schools and camps for people with learning disabilities
v Helps locate resources for teachers

-LD Online Store
v Videos, books and other resources for kids, parents, teachers and other professionals
 

www.ldanatl.org

Laura: This site represents the Learning Disabilities Association of America. The site focuses on specific learning disabilities, but also address ADHD. This site is highly recommended for parent and teachers who want to become more familiar with: laws, research, methods, diagnosis, teaching and parenting strategies, meetings and conventions, as well as other resources. This site was easy to negotiate and provided and abundance of information. You can also join the LDAA on the site. Membership included updates on legislation, support, advocacy, discounts on conventions and a learning disabilities journal. The information on this site is geared towards adults, but may be helpful to teens who want to learn more about specific learning disabilities.

Sue: This webesite is the Learning Disabilities Association of America. This website has a bookstore centered around learning disabilities, a section for legislative updates, and a resource section for free guides and booklets. Some strengths of this site include a fact section that is selected by topic, and sections geared towards parents, teachers, adults, and professionals. Each section contains different information. For example, the parental section contains information on learning disability basics and tips for negotiating special education. The section geared towards teachers offers articles on the social/emtional aspects of learning disabilities as well as teaching reading. Some weaknesses of this website include not having a search engine feature, no sections geared for teenagers, and no accesible research studies associated with learning disabilities.

www.interdys.org

Laura: This site for the International Dyslexia Association (IDA) provides information and support services for teens, college students, parents, educators, and adults. The site is broken down in those categories, offering different information of a diverse audience. It offers a variety of information ranging from instructional strategies, study strategies, and parenting advice. This site also runs a Dyslexia forum that anyone can take part in. On the main page the IDA posts current news, articles, and convention information. You can also become a member of IDA through this site.

Mindy: This site provides a great deal of information about dyslexia in a way that easily accessible for adults. The site is broken down into audience categories including: adult, child, college student and educator. Within these categories, information is presented about what dyslexia is, how it impacts the learner and specifics to that category of people. For example, the adult category would explain the symptoms for adults with dyslexia and how it might interfere with their job. On the downside, it does not provide very useful information for children. Its main resource for children is a link to www.sparkletop.org, which I couldn’t find anything useful on. It seems to be more a game/movie web site.

www.nimh.hih.gov

Mindy: As the official site for National Institute of Mental Health, this site is very technical and provides information about various mental disorders ranging from anxiety to autism. From the site you can click on specific metal health disorders that are of interest to you. They also have full packets of information on most disorders that can be downloaded in PDF format. On the downside, this web site provides very minimal information about how to work with or help students with learning disabilities or other mental health disorders. I would recommend this site as the starting point to gather more information about mental health disorders, however it is by no means the end point.

http://www.kidshealth.org/kid/health_problems/learning_problem/learning_disabilities.html

Mindy: This web site is not listed in the book. However, I didn’t feel that any of those sites would be very useful to students. This site is fun, colorful and informative for students. It introduces LD by relating to famous people they may look up to. Then there is an article that explain what different LD are, how they impact students, how to get diagnosed etc. Each time a new LD is presented in the article, it acts a link to find out more information about that specific LD. Overall, I would say it is a good site to recommend to students who are struggling.

http://www.math.ttu.edu/~dmettler/dlit.html
 
Marlee:  This site was constructed by an adult student with learning disabilities who collected a list of children's books and categorized them by disability. She covers: cerebral palsy, hearing impairment, visual impairment, spinal cord injury, spina bifida, amputation, progressive illness, communication disorder, developmental disabilities, mental illness, and learning disabilities. She doesn't include all the literature that is out there, but she does include a range of disabilities. This website has not been updated since 1997.