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Commentary: The Need for More Expansive Frameworks--A Practical Perspective
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Rueda, Robert – Learning Disability Quarterly, 2011
The intent of this volume was to address the following questions: What is considered acceptable knowledge about learning disabilities? Who decides? Where does knowledge come from? Who uses it and for what purposes? Who benefits? In their article, Artiles et al. (this issue) focus explicitly on the issue of culture and how it has served to impact…
Descriptors: Learning Theories, Learning Disabilities, Cultural Influences, Models
Reconstructing the Paradigm of Learning Disabilities: A Holistic/Constructivist Interpretation.
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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
Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities.
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Wong, Bernice – Learning Disability Quarterly, 1979
The three theories considered are H. S. Adelman's interactional model of learning disabilities, A. O. Ross' theory of developmental lag in selective attention, and J. K. Torgesen's conceptualization of the learning disabled child as an inactive learner. (Author/DLS)
Descriptors: Attention, Child Development, Learning Disabilities, Learning Theories
The New Science of Life and Learning Differences.
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Grobecker, Betsey – Learning Disability Quarterly, 1998
Questions the validity of current reductionist assumptions concerning learning differences and proposes a new science of life based on dynamic, transforming, hierarchically organized systems of energy. This view of cognition is related to Piaget's insights, which are extended to include a view of learning differences consistent with these…
Descriptors: Cognitive Development, Cognitive Processes, Individual Differences, Learning Disabilities
A Multidirectional Model for Assessing Learning Disabled Students' Intelligence: An Information-Processing Framework.
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Swanson, H. Lee – Learning Disability Quarterly, 1982
An information processing approach to the assessment of learning disabled students' intellectual performance is presented. The model is based on the assumption that intelligent behavior is comprised of a variety of problem- solving strategies. An account of child problem solving is explained and illustrated with a "thinking aloud" protocol.…
Descriptors: Cognitive Style, Concept Formation, Decision Making, Diagnostic Teaching
Self-Organization and Learning Disabilities: A Theoretical Perspective for the Interpretation and Understanding of Dysfunction.
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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
Metacognitive Control Processes and Memory Deficits in Poor Comprehenders.
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Cornoldi, Cesare – Learning Disability Quarterly, 1990
This article presents theoretical reflections and empirical data on metacognitive aspects of memory and reading problems in children with reading comprehension disabilities. A distinction is made between metacognitive awareness and metacognitive control processes. Experimental results suggest that poor comprehenders present less adequate…
Descriptors: Elementary Secondary Education, Learning Theories, Memory, Metacognition
Transfer from Word Training to Reading in Context: Gains in Reading Fluency and Comprehension.
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Levy, Betty Ann; Abello, Brent; Lysynchuk, Linda – Learning Disability Quarterly, 1997
Two studies with poor readers in grade 4 (total N=68) examined the relationship between word identification speed and story reading fluency. Benefits were found for single-word practice prior to reading stories containing those words, even for children who were particularly poor namers. Results are related to theoretical links between fluency and…
Descriptors: Drills (Practice), Grade 4, Instructional Effectiveness, Intermediate Grades