The present article provides a rationale for basic research and metatheory development in the field of learning disabilities (LD). A major assumption of the article is that basic research contributes to metatheory development, which in turn (a) allows for the development of a genuine (mature) science, (b) prevents the practice of data collection that does not contribute to an understanding of events, (c) provides an understanding of the complexity and subtlety of simple events, and (d) organizes existing research. Factors that prevent basic research and metatheory development are related to (a) the field's status as a science, (b) the role of theory in directing instructional practice, and (c) the criteria used by researchers for problem selection. At present, LD theory reflects the status of a second (conceptual) language, or at best an intuition. The poor integration of theory and practice is attributed to the field's perception of problem solvability, methodological pluralism, and consumerism. A model for validating a metatheory and some general parameters for such a metatheory are proposed.
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