This article reviews the efforts made since 1962 to define learning disabilities, discusses 11 prominent definitions, identifies important conceptual elements on which the definitions differ, and calls for a consensual acceptance of the National Joint Committee on Learning Disabilities definition. (PB)

This commentary re-examines Linda Siegel's four basic assumptions (in EC221505) inherent in the Intelligence Quotient-achievement discrepancy commonly used to define learning disability. The commentary also discusses the uses of alternative measures of intelligence and the role of Intelligence Quotient in the identification of learning-disabled…

These concluding comments on the series of articles introduced by Linda Siegel's paper (EC221505) summarize the bases for disputing the utility of intelligence tests. The learning disabilities field's resistance to abandoning use of Intelligence Quotient tests is also acknowledged, and improved assessment measures and further research are called…

This response to a paper by Linda Siegel (EC221505) on the relationship between Intelligence Quotient and learning disabilities addresses the differences between classification and identification, limitations in Siegel's conceptualization of intelligence, and the representation of the language and learning domains subsumed within the learning…

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this counterpoint addresses the role of basic versus applied research, limitations of the procedure proposed by Swanson for establishing external validity and proving the metatheory, and limitations of metatheoretical research with regard to developing…

Issues raised in responses to Linda Siegel's paper (EC221505) on the relationship between intelligence test scores and learning disabilities are addressed. Discussed are the nature of intelligence, classification of learning disabilities by discrepancy between intelligence test scores and achievement scores, the existence of learning disabilities,…

While conceptualizations of learning disabilities vary between brain deficit and brain difference, teachers, counselors, and clinicians should consider the degree and nature of the match that exists between the child's abilities and both the classroom methods and materials. (Author)

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article argues that the field of learning disabilities does not need to be legitimized and that basic research in learning disabilities is not necessarily the prerequisite vehicle by which theoretical progress can be made. (JDD)

More than 20 years ago, psychologists first described gifted students with learning disabilities (LD). In the past decade, several sets of identification criteria have been proposed for this population. Many of the suggested assessment practices are unsupported by research in psychoeducational assessment, and some have been directly contradicted…

This paper affirms H. Lee Swanson's views in "Toward a Metatheroy of Learning Disabilities" and elaborates upon the role of basic research in learning disabilities. An alternative perspective on the nature of applied research is described that views applied research as theoretically driven research aimed at practical matters. (JDD)

Use of the discrepancy approach in defining learning disabilities is challenged, as intelligence tests do not measure potential, are not independent from what is measured by achievement tests, and are not powerful predictors of low reading performance. Use of intelligence tests in analysis, identification, and definition of learning disabilities…

In rebuttal to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article emphasizes that a bias toward applied research in learning disabilities is appropriate, that explanatory theories may not provide control over the phenomena explained, and that the field's orientation toward social consensus rather than…

Paraprofessional training in administration and scoring of educational and psychological tests for learning disability diagnosis is examined, and it is concluded that projected disadvantages outweigh advantages, indicating caution in adopting the practice. (Author/CL)

The article traces etiological factors in the development of social interactional problems of learning disabled children and youth. Treatment issues centering on family interaction patterns are described, and an integrated treatment approach involving family intervention is recommended. (JW)

Shortcomings of mathematics curricula are described and research on the use of sameness analysis with learning-disabled and at-risk students is outlined. The paper then illustrates how to teach addition-subtraction and multiplication-division relationships and their interrelationships in the context of solving word problems in mathematics.…