The article presents results from a large sample of referred and learning disabled children and interprets them as being consistent with the contention that learning disability is a viable concept that can be meaningfully used. The author rejects the premature elimination of the concept in favor of more general constructs, such as low achievement.…

The author criticizes an article defending the concept of learning disabilities and points out methodological concerns. He asserts that the term has not only not reduced ambiguities and inconsistencies in the definitions but has increased competition for diminishing federal and state support. (CL)

The article is a response to R. Maggiore's article "Reliability of Proposed Short Form of Illinois Test of Psycholinguistic Abilities (ITPA)." The authors present evidence to rebut Maggiore's essentially negative conclusions regarding the reliability of the short form test. (For original paper, see EJ 194 153.) (Author/PHR)

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.…

The article analyzes research used to support the notion of selective attention deficits in learning disabled children. Conceptual and methodological issues involved are explored, indicating that evidence of selective attention deficits are at best inconclusive and that using these findings as the basis for classification and intervention is…

Overidentification of learning disabilities may be caused by applying a model of disability which does not allow for classroom accomodation. A minority model of disability with classroom modification and accommodation to differences in students who fail to meet behavior and achievement standards is proposed. (Author/DB)

Findings from the United States Department of Education's tenth annual report on the implementation of Public Law 94-142 are extrapolated to characterize Black and Hispanic students in learning disability classes and the issue of minority student high-school completion rates. In light of the findings, a comprehensive follow-up study is…

The literature on testing has documented the existence of persistent anomalies in test scores of bilingual students. School psychology, which is test-dependent and test-defined, has an inadequate technology and knowledge base to deal with the testing of bilingual students, leading to error and misdiagnosis exacerbated by lack of viable testing…

The author, the 1996 winner of the Council for Exceptional Children Research Award, reviews trends in research and changes in special education over the past 25 years. Emphasis is on the continued need for research on learning disabilities and ways to ensure that research findings are translated into practice. (DB)

The article cites high costs associated with assessment and staffing of children classified as learning disabled. It is suggested that overreferral of hard-to-teach children perpetuates teaching deficiencies. Professional entrenchment is discussed, and placing a cap on the percentage of mild handicaps funded by state and federal governments is…

Efforts to unify categorical programs for low-achieving elementary school students must address instructional validity issues (including similarities/differences between learning disabled and remedial students in instructional levels, learning rates, and learning styles) and political validity issues (including protection and equitable…