The paper describes learning disabled children as disassociated learners (not actively involved in the learning process). The framework shows how it may be logically conceptualized that some children disassociate themselves from academic learning and come to be termed learning disabled. (Author/CL)

The article discusses aspects of the definition of "learning disabilities". The process of learning is discussed including such themes as social interaction, personal reflection and response, integration, transformation/growth, and ecological wholeness, balance, and fit. Encouraged is a nonproblematic definition of learning disabilities. (DB)

States that, although many students are classified as learning disabled (LD), few have verifiable neurological deficits. Asserts that understanding the historical context and evaluating LD research provided by Gerald Coles in "The Learning Mystique" will be important to college learning center staffs working with students who are labeled as…

Offers three reasons as to why some children encounter difficulty with educational activities involving vision: (1) inability to perceive and hold detail in mind, (2) lack of time given to accomplish task, and (3) introducing too many activities at one time. (MG)

Whether learning disabled children's unique ability patterns and learning styles become assets or liabilities depends on the nature of the school tasks and settings. A multidimensional, interactional perspective of learning disabilities originated with the field's pioneers, whose influences extend to current theories, research, and practice.…

The article reviews the controversy over the information processing model as an approach to diagnosing and remediating learning disabled students. The Slingerland Screening Tests are suggested as an alternative tool for examining information processing skills. Advantages of the test include direct application to classroom tasks. (Author/CL)

Critiques K. Kavale's meta-analysis, which reported reliable significant correlations between auditory-perceptual skills and reading achievement. Concludes that Kavale fails to provide evidence that teaching auditory-perceptual skills is useful to learning disabled children unless skills are functional reading skills. (Author/CL)

The overview focuses on the advantages and principles of instruction using learning strategies for students with learning disabilities. It is emphasized that strategies are not to be applied without consideration of the individual, process, or context. (MSE)

Presents an overview of behavioral effects of neurological disorders. Presents Gagne's model of the learning sequence (apprehension, acquisition, storage, and retrieval) to aid in the identification, design, and evaluation of instructional intervention techniques for neurologically impaired adults. (Author/SK)

The field of education has largely ignored the concept of the dialectic, except in the Socratic teaching method, and even there bipolar meaning or reasoning has not been recognized. Mainstream educational psychology bases its assumptions about human reasoning and learning on current demonstrative concepts of information processing and levels of…

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…

This case study examines the process of learning to read and write in a first-grade boy for whom difficulties in literacy acquisition were predicted from a battery of tests commonly used to identify learning disabilities (LD). Data included: (1) test scores from the school psychologist, speech therapist, audiologist, and from standardized school…

This paper argues that successful programs for students with learning disabilities provide ongoing, intensive, explicit, and direct instruction in learning strategies that enable students to become independent learners. It then describes SMARTER teaching, a method developed to help teachers shift their approaches to teaching to make them more…

This article takes a critical look at methods used to identify learning disability (such as use of ability/achievement discrepancy formulas and medical/neurobiological diagnosis) and presents an alternative method that adds assessment of the psychological processes of memory and learning to current practices of assessing intelligence and…

This rejoinder to Carbo (EC 602 673) reiterates the author's premise in EC 602 672 that the learning style approach to teaching reading is similar to discredited process approaches. Carbo's documentation is criticized as being unscientific because of being based on testimonials, opinion, unpublished research, and unproven cause and effect.…