ERIC Number: ED355704
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Better Understanding Learning Disabilities: New Views from Research and Their Implications for Education and Public Policies.
Lyon, G. Reid, Ed.; And Others
This book examines critical issues in classification and definition of learning disabilities; the development of theory in learning disabilities; the development of cognitive, developmental, and educational models of learning disabilities; and social and public policy in learning disabilities. After an introductory chapter by G. Reid Lyon and Louisa Moats, the book is divided into four sections. Part I covers classification of learning disabilities, including: "Models of Classification as Related to a Taxonomy of Learning Disabilities" (Roger Blashfield); "Classification of Learning Disabilities: Relationships with Other Childhood Disorders" (Jack Fletcher, et al.); "Broadening the Scope of Classification Research: Conceptual and Ecological Perspectives" (Deborah Speece); and"Issues in Empirical versus Clinical Identification of Learning Disabilities" (Robin Morris). Part II, Definition and Theory in Learning Disabilities, includes: "Defining Learning Disabilities: A History of the Search for Consensus" (John Doris); "Development of Operational Definitions in Mental Retardation: Similarities and Differences with the Field of Learning Disabilities" (Donald MacMillan); "Variations on Theory in Learning Disabilities" (Joseph Torgesen); and "A Science and Theory of Learning Disabilities" (Kenneth Kavale). Part III, Perspectives on Research and Clinical Practice in Learning Disabilities, includes the following: "Learning Disabilities from the Perspective of Cognitive Psychology" (H. Lee Swanson); "Learning Disabilities: An Interactive Developmental Paradigm" (Melvin Levine, et al.); "Learning Disabilities from an Educational Perspective" (Naomi Zigmond); and "The Construct Validity of Discrepancy Definitions of Reading Disability" (Keith Stanovich). A final section examines the impact of social and policy issues on learning disabilities, including: "Linking Purpose and Practice: Social-Political and Developmental Perspectives on Classification" (Barbara Keogh); "Learning Disabilities and Public Policy: Myths and Outcomes" (Edwin Martin) and "Conclusions and Future Directions" (Duane Alexander, et al.). Papers include references. (PB)
Descriptors: Classification, Cognitive Psychology, Definitions, Developmental Psychology, Educational Diagnosis, Educational Policy, Educational Research, Elementary Secondary Education, Grouping (Instructional Purposes), Handicap Identification, Labeling (of Persons), Learning Disabilities, Learning Theories, Models, Public Policy, Reading Difficulties
Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($35).
Publication Type: Collected Works - General; Information Analyses; Books
Education Level: N/A
Audience: Researchers; Practitioners
Authoring Institution: N/A