This article discusses six theoretical frameworks of disability which dominate studies of dyslexia: (1) the biomedical, (2) the biopsychosocial, (3) the social model, (4) the critical realist, (5) the post-structuralistic, and (6) the neurodivergent approach. The aim of this paper is to demonstrate how models of disability alter our understandings…

RTI has the potential to meet the challenges of increasing diversity in student populations and the need for increasingly complex systems of instructional design. Three fundamental shifts in understanding systems and systems change must ground RTI policy and implementation work. First, RTI must be seen as an activity system nested within a larger…

In this work, prominent authorities review the latest research on all aspects of ELL instruction (K-12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and…

The instructional model for intervention research in learning disabilities includes three foci: (1) knowledge inculcation (including declarative, procedural, and metacognitive knowledge); (2) students' cognitive processing of their training activities; and (3) students' motivation to learn. Advantages of the model include ease of linking with any…

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…

In response to a previous article, the paper finds weaknesses in the mechanistic worldview represented by the emphasis on information processing research in constructing a metatheory for learning disabilities. An alternative--contextualist--world view is proposed which is holistic, social, and developmental providing insight into processes of…

In response to articles concerning the author's earlier paper, the paper responds to criticisms concerning contextualism, the role of metatheory, distinctions between basic and applied research, cognitive components and specificity, the science of learning disabilities, neurological indices, model validation, and the nature of learning…

This paper urges researchers in learning disabilities not to embrace the risk/resilience framework without rigorous consideration of four issues: the meaning of risk and resilience factors; how to characterize learning disabilities as risk factors; just what the risk is; and how this framework may guide intervention efforts. (Contains references.)…

This article examines the research surrounding definitions and selection criteria for learning disabilities and attention deficit/hyperactivity disorder at the postsecondary level. Implications from and for the courts follow a critical analysis of the professional literature. The need for theory-based models to investigate relationships between…

The rationale for employing severe discrepancy criteria in learning disability identification is discussed. Educational implications of two models for determining severe discrepancy are described (the variation model and the prediction model), and the importance of distinguishing between the two is stressed. (JW)

This article synthesizes articles discussed as part of the research symposium at the 24th International Conference on Learning Disabilities on October 11, 2002. Topics include translating learning disability research to practice, identification of learning disabilities, special education and postmodernism, and the response to treatment model.…

Brain researchers developed a three-tier model to treat reading problems, involving screening for early intervention, modifying regular instruction and monitoring student progress, and diagnosing and treating referred children. In a pilot of the model, 64 percent of 215 participating students needed no further intervention beyond tier 2. In…

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…

In response to Kenneth Kavale's theoretical objections to the model of severe discrepancy in determining the existence of learning disabilities, this article describes advantages of discrepancy considerations and presents a model that emphasizes the role of the learning disabilities teacher in diagnosing and remediating specific learning…

Reviews research and theory on the subpopulation of learning disabled children receiving special education services. Reviews developmental concepts as they apply to early intervention for learning disabled children, and theoretical bases for early intervention. Issues of assessment and service delivery are also reviewed. (HTH)