Feature Articles

Adelman, H.S. , & Taylor, L. (1985). The future of the LD field: A survey of fundamental concerns. Journal of Learning Disabilities, 18(7), 423–427.

Bryan, T.H. , & Bryan, J.H. (1981). Some personal and social experiences of learning disabled children. In B.K. Keogh (Ed.), Advances in special education, Volume 4, Socialization influences on exceptionality. Greenwich, CT: JAI Press.

Cronbach, L.J. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30(2), 116–127.

Cronbach, L.J. , & Snow, R.W. (1977). Aptitudes and instructional methods. New York: Irvington, Press.

Gresham, F.M. (1986). Social competence and motivational characteristics of learning disabled students. In M. Wang , H. Walberg , & M. Reynolds (Eds.), The handbook of special education: Research and practice, Vols. 1–3, Oxford, England: Pergamon Press.

Keogh, B.K. (1983). A lesson from Gestalt psychology. Exceptional Education Quarterly, 4(1), 115–128.

Keogh, B.K. (1986). Learning disabilities: Diversity in search of order. In M. Wang , H. Walberg , & M. Reynolds (Eds.), The handbook of special education: research and practice. Oxford, England: Pergamon Press.

Keogh, B.K. , & MacMillan, D.L. (1983). The logic of sample selection: Who represents what? Exceptional Education Quarterly, 4(3), 84–96.

Keogh, B. , Major-Kingsley, S. , Omori-Gordon , & Reid, H.P. (1982). A system of marker variables for the field of learning disabilities. Syracuse, NY: Syracuse University Press.

Lyon, G.R. (1983). Subgroups of learning disabled readers: Clinical and empirical identification. In H. Myklebust , Progress in learning disabilities (Vol. V). New York: Grune and Stratton.

McKinney, J.D. (1983). Contributions of the institutes for research on learning disabilities. Exceptional Education Quarterly, 4(1), 129–144.

McKinney, J.D. (1984). The search for subtypes of specific learning disability. Annual Review of Learning Disabilities, 2, 19–26.

McKinney, J.D. (1986). Research on conceptually and empirically defined subtypes of learning disabilities. In M. Wang , H. Walberg , & M. Reynolds (Eds.), The handbook of special education: Research and practice. Oxford, England: Pergamon Press.

Mehan, H. , Meihls, J.L. , Hertweck, A. , & Crowdes, M. (1981). Identifying handicapped students. In S.B. Bacharach (Ed.), Organizational behavior in school & school districts. New York: Praeger Publications.

Nichols, P.L. , & Chen, T.C. (1981). Minimal brain dysfunction: A prospective study. Hillsdale, NJ: Lawrence Elbraum Associates.

Price-Williams, D. , & Gallimore, R. (1980). The cultural perspective. In B.K. Keogh (Ed.), Advances in special education, Volume 2: Perspectives on applications. Greenwich, CT: JAI Press.

Ramey, C.T. , & MacPhee, D. (1986). Developmental retardation: A systems theory perspective on risk and preventive intervention. In D.C. Farrah & J.D. McKinney (Eds.), Risk in intellectual and psychosocial development. New York: Academic Press.

Reynolds, C.R. (1984-85). Critical measurement issues in learning disabilities. The Journal of Special Education, 18(4), 451–476.

Sameroff, A. (1975). Transactional models in early social relations. Human Development, 18, 65–79.

Sameroff, A.J. , & Chandler, M.J. (1975). Reproductive risk and the continuum of caretaking casualty. Review of child development research, Vol. 4. Chicago: University of Chicago Press.

Shepard, L. (1983). The role of measurement in educational policy: Lessons from the identification of learning disabilities. Educational Measurement: Issues and Practice, 4–8.

Shepard, L.A. , & Smith, M.L. (1983). An evaluation of the identification of learning disabled students in Colorado. Learning Disability Quarterly, 6, 115–127.

Sixth Annual Report to Congress on the Implementation of Public Law 94–142: The Education for All Handicapped Children Act. (1984). Office of Special Education, U.S. Department of Education.

Torgesen, J.K. (1982). The use of rationally defined subgroups in research in reading disabilities. In J.P. Das , R.F. Mulcahey , & A.E. Wall (Eds.), Theory and research in reading disabilities. New York: Plenum Press.

Werner, E.F. , & Smith, R.S. (1982). Vulnerable, but invincible: A longitudinal study of resilient children and youth. New York: McGraw-Hill.

Ysseldyke, J.E. , Algozzine, B. , Shinn, M.R. , & McGue, M. (1982). Similarities and differences between low achievers and students classified learning disabled. The Journal of Special Education, 16(1), 73–85.