The field of learning disabilities has a past that it will never escape, but it has a future that, if it is predicated on the better parts of its past, will allow the field to continue to contribute to education, including education of students who do not have learning disabilities. Research generated under the auspices of learning disabilities has permitted the field to reject faulty instructional practices and identify critical elements for teaching effectively.
Get full access to this article
View all access options for this article.
References
1.
BatemanB. (1979). Teaching reading to learning disabled and other hard to teach children. In WeaverP.ResnickL. (Eds.), Pittsburgh conf. book. Hillsdale, NJ: Erlbaum.)
FletcherJ.M.LyonG.R.BarnesM.StuebingK.K.FrancisD.J.OlsonR.K.. (2002). Classification of learning disabilities: An evidence-based evaluation. Learning disabilities: Historical perspectives. In BradleyR.DanielsonL.HallahanD.P. (Eds.), Identification in learning disabilities: Research to practice (pp. 185–250). Mahwah, NJ: Erlbaum.)
6.
FrancksC.FisherS.E.OlsonR.K.PenningtonB.F.SmithS.D.DeFriesJ.C.MonacoA.P. (2002). Fine mapping of the chromosome 2p12–16 dyslexia susceptibility locus: Quanti-tative association analysis and positional candidate genes SEMA4F and OTX1. Psychiatric Genetics, 12, 35–42.
GerberM.M. (1999). An appreciation of learning disabilities: The value of blue-green algae. Exceptionality, 8, 29–42.
9.
GoodR.H.KaminskiR.A. (Eds.). (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Education Achievement. Retrieved November 28, 2004, from http://dibels.uoregon.edu/.)
HallahanD.P.KauffmanJ.M.BallD.W. (1973). Selective attention and cognitive tempo of low achieving and high achieving sixth grade males. Perceptual and Motor Skills, 36, 579–583.
HallahanD.P.LloydJ.W.KneedlerR.D.MarshallK.J. (1982). A comparison of the effects of self- versus teacher- assessment of on-task behavior. Behavior Therapy, 13, 715–723.
14.
HallahanD.P.MercerC. (2002). Historical trends. In BradleyR.DanielsonL.HallahanD.P. (Eds.), Identification in learning disabilities: Research to practice (pp. 1–52). Mahwah, NJ: Erlbaum.)
15.
HarrisK.R.GrahamS. (1999). Programmatic intervention research: Illustrations from the evolution of self-regulated strategy development. Learning Disability Quarterly, 22, 251–262.
16.
HearneD.StoneS. (1995). Multiple intelligences and under-achievement: Lessons from individuals with learning disabilities. Journal of Learning Disabilities, 28, 226–233.
17.
HowellK. (1986). Direct assessment of academic performance. School Psychology Review, 15, 324–335.
18.
KavaleK.A.FornessS.R. (1987). Substance over style: A quantitative synthesis assessing the efficacy of modality testing and teaching. Exceptional Children, 54, 228–234.
19.
KavaleK.A.FuchsD.ScruggsT.E. (1994). Setting the record straight on learning disability and low achievement: Implications for policymaking. Learning Disabilities Research and Practice, 9, 70–77.
20.
KneedlerR.D.HallahanD.P. (Eds.). (1983). Research in learning disabilities: Summaries of the institutes [Entire Issue]. Exceptional Education Quarterly, 4(1).)
21.
LibermanI.Y. (1970). Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society, 23, 65–77.
22.
LloydJ.W.de BettencourtL.U. (1982). Academic strategy training: A manual for teachers. Charlottesville: University of Virginia, Learning Disabilities Research Institute, Curry School of Education.
23.
LloydJ.SaltzmanN.J.KauffmanJ.M. (1981). Predictable generalization in academic learning as a result of preskills and strategy training. Learning Disability Quarterly, 4, 203–216.
24.
LovittT.C. (1967). Assessment of children with learning disabilities. Exceptional Children, 44, 233–239
25.
National Reading Panel. (2000). Teaching children to read: An evidenced-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00–4769). Washington, DC: U. S. Government Printing Office. Retrieved November 24, 2004, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm.
26.
ShaywitzB.A.ShaywitzS.E.BlachmanB.A.PughK.R.FulbrightR.K.SkudlarskiP.. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically based intervention. Biological Psychiatry, 55, 926–933.
27.
SimosP.G.FletcherJ.M.BergmanE.BreierJ.I.FoormanB.R.CastilloE.M.. (2002). Dyslexia-specific brain activation profile becomes normal following successful remedial training. Neurology, 58, 1203–1213.
28.
SniderV.E. (1992). Learning styles and learning to read: A critique. Remedial and Special Education, 13(1), 6–18.
29.
SnowC.BurnsM.GriffinP. (1998). Preventing reading difficulties in young children. Washington, DC: National Academies Press.
30.
VaughnS.Linan-ThompsonS. (2004). Research-based methods of reading instruction, grades K-3. Alexandria, VA: Association for Supervision and Curriculum Development.
31.
WilderA.A.WilliamsJ.P. (2001). Students with severe learning disabilities can learn higher order comprehension skills. Journal of Educational Psychology, 93, 268–278.
32.
WilliamsJ.R. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72, 1–15.
33.
WillinghamD.T. (2003). Reframing the mind. Education Next: A Journal of Opinion and Research. Retrieved December 7, 2004, from http://www.educationnext.org/20043/18.html.
34.
YsseldykeJ.E.AlgozzineB.ShinnM.R.McGueM. (1982). Similarities and differences between low achievers and students classified as learning disabled. Journal of Special Education, 16, 73–85.
35.
ZimmermanB.J.SchunkD.H. (Eds.). (1998). Self-regulated learning: From teaching to self-reflective practice. New York: Guilford.)
