Recent developments in the field of special education suggest that attention deficits are a distinguishing characteristic of learning disabled children. This article analyzes the existing data base used to support the notion of selective attention de/icits in learning disabled children. Conceptual and methodological issues involved in the interpretation of findings based on a single and speci/ic research paradigm are explored. These issues indicate that evidence of selective attention deficits are at best inconclusive and that using these findings as the basis for classification and intervention is unwarranted.
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