In the article the author refutes J. Fletcher and P. Satz's analysis of the etiology of reading disability on logical, theoretical, and empirical grounds. (Author/PHR)

In the rejoinder the authors describe the methodological and interpretive factors in the Vellutino et al, experiments which limited the degree to which the studies refuted perceptual deficit hypotheses of reading disability. Note: for more of the interchange see EC 114 687-688. (Author/PHR)

The paper evaluates the empirical and theoretical basis upon which several recent studies reject the hypothesis of a visual-perceptual deficit in reading disabilities. (Author)

The author reviews the accomplishments of the five Learning Disability (LD) Institutes and cites several failings, including lack of longitudinal studies and low level of cooperation among institutes. Successes are seen to include information on the nature and complexity of LD and on important variables in pupils' academic and social success.…

Twenty-four children (8 to 9 years old) who reversed letters were randomly assigned to either the control or experimental group (15 additional minutes of laterality training per day for 4 weeks). Analysis of results demonstrated that training did not significantly affect the number of reversals. (Author/CL)

The authors are pleased with commentators' willingness to respond to their target article's challenge to identify observable reproducible phenomena that could be widely accepted as strong scientific evidence for innate talent. In this reply, the authors have organized the ideas in the commentaries into three general categories, namely the…

The authors refute attempts to reject modality based instruction for reading disabled students. They suggest that although no incontestible evidence justifies modality based instruction, further research on the issue should be conducted. J. Kampworth responds by emphasizing the lack of conclusive data. (CL)

The article examines reasons for discrepant findings in two studies of attention differences in learning disabled students, focusing on four interacting factors in experimental research: task, materials, context, and subject characteristics. It is suggested that attentional deficits are not necessarily the underlying problem for all students with…

Apparent inconsistencies in the study of attention problems are not a function of the data, but of the belief system that underlies and guides data interpretation. Attention problems are more accurately viewed as a symptom of a more fundamental cognitive limitation, rather than the primary source of underachievement or learning problems.…

Eight articles report on findings of the five Research Institutes in Learning Disabilities. T. Bryan reports on "The Chicago Institute for Learning Disabilities" with findings concerning children's conversational skills, how children account for success and failure, children's ingratiation tactics, children who forget quickly, and children's…

Focuses on characteristics of learning disabled children, definitions and etiologies of learning disabilities, and screening and intervention procedures. Also reviews recent research on learning disabilities, and suggests future directions for child welfare professionals. (CM)

This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…

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)

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)

Introduces this special journal issue by describing what developmental approaches are and how they can be applied to children with disabilities. Gives a short preview of the articles in the issue and raises future challenges for developmental research and intervention with young children with disabilities. (JS)