The present thesis discusses relevant issues in education: learning disabilities including the role of comorbidity in LDs, and the use of research-based interventions. Studies (N=242) aimed to examine whether training using a nonverbal auditory-visual matching computer program, called Audilex, had a remedial effect in different learning disabilities, such as developmental dyslexia, attention deficit disorder and specific language impairment. The results confirmed that the intervention had positive intervention effects. Improvements in reading skills and also in students'' school behavior were found. These studies were conducted in both Finland and Sweden. The intervention''s non-verbal character made an international perspective possible. Interestingly, an overview of the data shows positive intervention effects in all studies despite learning disability, language, gender or age. These findings have been described by a concept inter-modal transpose. In learning disabilities the aim in the future will be to identify individuals at risk rather than by deficit; this aim can be achieved by using interventions, intensified support in general education and inclusive special education.