In the fourth grade, 38% of all children have reading skills below the "basic" level, according to the National Assessment of Educational Progress. Many of these students are recommended for special education services because of their reading difficulties. Recent research on reading difficulties in young children demonstrates that early…

In response to a previous article, the paper discusses the distinction between basic and applied research, two contributions of applied research to theory concerning learning disabilities, and issues in metatheory development. (DB)

Fundamental assumptions concerning the cause of learning disabilities are described and criticized. At a broader level, research and theory in three different paradigms are discussed: (1) neuropsychological; (2) information processing; and (3) applied behavior analysis. Four recommendations for future progress in the conceptualization and…

This paper proposes an approach to diagnosing learning disabilities that measures the intrinsic processing or capacity weaknesses that are presumed to underlie academic performance problems. This approach is contrasted with the "diagnosis by exclusion" method currently used. The paper discusses: (1) a definition of intrinsic processes with…

Problems in the application of traditional process-oriented approaches to diagnosis and treatment of learning disabilities suggest a need to alter the manner in which these basic processes are conceptualized and measured. (Author)

Presents the author's views concerning the nature of educational intervention in learning disabilities. Considers ethical issues, research design, and measurement of change. Discusses the barriers to conducting intervention studies and methods for dissemination of the research findings. (DB)

In commenting on Linda Siegel's argument (in EC221505) that Intelligence Quotient is not causally related to reading difficulties, this paper argues that Intelligence Quotient is relevant to the definition of reading disabilities but that present knowledge may not justify its use in the selection of children for special services. (JDD)

The article examines assessment of phonological coding skills (considered important in in acquiring early word-reading skills) in young children. Although tests of memory span for digits, words, or letters are most commonly used, a combination of tasks including naming-rate and articulation-rate tasks are suggested. (Author/DB)

This commentary on a paper by Diane Sawyer (EC 602 748) on relations between various language skills and the development of reading ability addresses potential limitations in the implementation of structural equation modeling. The commentary concludes that the data presented by Sawyer do not support the interpretation that reading comprehension…

Students with special needs share the same basic needs for literacy instruction. General-education teachers should maintain primary responsibility for literacy education for all students, while special educators and reading specialists provide support. This paper examines obstacles to quality literacy instruction, offering a school-based case…

Responds to an article on how research shaped educational policy, examining misrepresented policymaking activities, correcting mistakes about the range and utility of National Institute of Child Health and Human Development (NICHD) research on reading, correcting misperceptions of NICHD-supported research efforts that might arise in the minds of…

This article proposes a two-factor theory of mathematics disabilities based on the premise that weak cognitive representations lead to poorer retrieval of information from long term memory. Comparison of children with math disabilities alone (MD) and those with both math and reading disabilities (MD/RD) suggests that weak phonological processing…

The recent findings on the prevention and remediation of reading failure are overlooked. A multitiered approach involving high quality classroom instruction and small group interventions can substantially reduce the proportion of students who struggle to read.