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Compton, Donald L. – Learning Disability Quarterly, 2021
Multifactorial models of dyslexia have expanded how we consider heterogeneity within the population of children with dyslexia. These models are predicated on the idea that cognitive/linguistic risk factors are not deterministic but instead probabilistic, with the likelihood of difficulties involving an interaction between risk and protective…
Descriptors: Dyslexia, Etiology, Disability Identification, Intervention
Valle, Jan W. – Learning Disability Quarterly, 2011
This article examines what we know about the experience of parents in the special education system--in particular, parents of children with learning disabilities since the passage of PL-94-142. Toward this end, I offer a review of special education literature about parent and professional collaboration, a rationale for relying upon a plurality of…
Descriptors: Learning Disabilities, Parents, Special Education, Federal Legislation
Kavale, Kenneth A.; Holdnack, James A.; Mostert, Mark P. – Learning Disability Quarterly, 2006
Responsiveness to intervention (RTI) is being proposed as an alternative model for making decisions about the presence or absence of specific learning disability. We argue that many questions about RTI remain unanswered, and that radical changes in the proposed regulations are not warranted at this time. Since many fundamental issues related to…
Descriptors: Intervention, Learning Disabilities, Identification, Psychometrics
Peer reviewed
Wong, Bernice Y. L. – Learning Disability Quarterly, 1988
The paper discusses the implications for research and education of learning disabled students of three models of learning disabilities. The models focus on either: (1) child-centered process problems (attentional deficits), (2) nonspecific performance problems (metacognitive problems), and (3) the interaction between child-centered variables and…
Descriptors: Attention Deficit Disorders, Cognitive Processes, Elementary Secondary Education, Instructional Design
Peer reviewed
Spekman, Nancy J.; Roth, Froma P. – Learning Disability Quarterly, 1988
The paper presents an intervention framework for the management of communication disorders in learning disabled children. The model is comprised of three components: communicative intentions, presupposition, and the social organization of discourse. Resulting instructional guidelines and principles are offered. (Author/DB)
Descriptors: Communication Disorders, Communication Skills, Educational Methods, Intervention
Peer reviewed
Poplin, Mary S. – Learning Disability Quarterly, 1984
The introduction to the special issue on holism with learning disabled students addresses five current practices not espoused by the holistic model: segmentation of learning, narrow school goals, preoccupation with students' deficits, lack of consideration of student interests/needs in selecting curricula, and obsession with objectivity and fact.…
Descriptors: Curriculum Development, Educational Philosophy, Elementary Secondary Education, Holistic Approach
Peer reviewed
Learning Disability Quarterly, 1983
The paper presents the position of the National Joint Committee on Learning Disabilities regarding design and implementation of inservice programs for professionals serving learning disabled persons. Recommendations touch on needs assessment, competence of inservice leaders, models, multidisciplinary approaches, and administrative support. (CL)
Descriptors: Administrator Role, Elementary Secondary Education, Inservice Teacher Education, Interdisciplinary Approach
Peer reviewed
Morrison, Gale M.; Cosden, Merith A. – Learning Disability Quarterly, 1997
Uses the concepts of risk and resiliency to frame discussion of how a learning disability affects nonacademic outcomes such as emotional adjustment, family functioning, adolescent problems, and adult adaptation. A learning disability is viewed as one risk factor which interacts with other risk and protective factors including individual internal…
Descriptors: Adjustment (to Environment), At Risk Persons, Educational Environment, Elementary Secondary Education
Peer reviewed
Wiig, Elisabeth H. – Learning Disability Quarterly, 1990
The paper describes and advocates process-oriented rather than product-oriented approaches to language intervention for students with language-learning disabilities. The paper discusses the need for different reasoning strategies in language intervention, a "levels of competence" macromodel for language intervention, a process-oriented micromodel,…
Descriptors: Cognitive Processes, Elementary Secondary Education, Intervention, Language Acquisition
Peer reviewed
Pressley, Michael; And Others – Learning Disability Quarterly, 1989
There is strong interest in strategy instruction and in conducting research on the topic, with many researchers developing strategy interventions for both normal and learning disabled populations. Experiment design has become both methodologically sound and conceptually convincing. A comprehensive research program requiring both laboratory and…
Descriptors: Classroom Research, Classroom Techniques, Cognitive Development, Learning Disabilities
Peer reviewed
Goldman, Susan R. – Learning Disability Quarterly, 1989
Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…
Descriptors: Arithmetic, Classroom Techniques, Computation, Learning Disabilities
Peer reviewed
Bender, William N.; Wall, Maureen E. – Learning Disability Quarterly, 1994
A model of development for children and youth with learning disabilities (LD) is presented, including three cognitive/academic development variables, seven affective variables, three social development variables, and four behavior development variables. The model presents a holistic view of LD students and considers various issues that can impede…
Descriptors: Developmental Psychology, Disabilities, Elementary Secondary Education, Emotional Development
Peer reviewed
Margalit, Malka; And Others – Learning Disability Quarterly, 1995
This article proposes a home computing intervention program aimed at empowering children with learning disabilities and their parents. The program aims to promote children's academic performance and emotional growth, and is based on a sense of coherence construct. Two suggested strategies are viewed as representing a continuum of parent-child…
Descriptors: Computer Uses in Education, Elementary Secondary Education, Family Programs, Home Programs
Peer reviewed
Grobecker, Betsey – Learning Disability Quarterly, 1996
Learning differences or disabilities can be best understood and addressed within the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Learning differences manifest themselves in the spirals of mental structuring activity that guide relational thinking. Such a perspective focuses on…
Descriptors: Cognitive Processes, Cognitive Structures, Constructivism (Learning), Elementary Secondary Education
Peer reviewed
Zera, David Aloyzy; Lucian, David G. – Learning Disability Quarterly, 2001
This article uses a self-organizing systems (SOS) framework to explain the complexity of learning disabilities (LD) and suggest that traditional classification schema may be inadequate. It explains principles of self-organizing systems and reviews research concerning reading and math disabilities and the roles of language, attention, working…
Descriptors: Attention, Classification, Elementary Secondary Education, Learning Disabilities
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