Theory and Research in Learning Disabilities

1. Front Matter

   Pages i-viii

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2. Issues and Concepts

   1. Front Matter

      Pages 1-2

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   2. Promising Areas of Research into Learning Disabilities with Emphasis on Reading Disabilities

      • Che Kan Leong

      Pages 3-26

   3. Research in Learning Disabilities: A View of Status and Need

      • Barbara K. Keogh

      Pages 27-44

   4. Definition of Learning Disabilities: A Clinical Approach

      • Rosa A. Hagin, Ronnie Beecher, Archie A. Silver

      Pages 45-57

3. Cognitive Processes

   1. Front Matter

      Pages 59-59

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   2. The Development of Mediated Behavior in Children: An Alternative View of Learning Disabilities

      • Craig R. Barclay, John W. Hagen

      Pages 61-83

   3. Reading Disability and Its Relation to Information Integration

      • J. P. Das, F. Snart, R. F. Mulcahy

      Pages 85-109

   4. The use of Rationally Defined Subgroups in Research on Learning Disabilities

      • Joseph K. Torgesen

      Pages 111-131

4. Reading Skills

   1. Front Matter

      Pages 133-134

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   2. Cognitive Clarity and Reading Disabilities

      • John Downing

      Pages 135-153

   3. How Reading Difficulties Develop: Perspectives from a Longitudinal Study

      • Alan M. Lesgold, Lauren B. Resnick

      Pages 155-187

   4. Reading and Spelling Difficulties

      • Lynette Bradley, Peter Bryant

      Pages 189-200

   5. Computer-Aided Learning: Performance of Hyperactive and Learning Disabled Children

      • Robert M. Knights

      Pages 201-213

5. Cognitive-Motor Development

   1. Front Matter

      Pages 215-216

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   2. Image of the Act

      • H. T. A. Whiting, B. den Brinker

      Pages 217-235

   3. The Study of Movement Learning Disabilities

      • Jack Keogh

      Pages 237-251

   4. Physically Awkward Children: A Motor Development Perspective

      • A. E. Wall

      Pages 253-268

6. Epilogue

   1. Front Matter

      Pages 269-269

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   2. The Next Moves

      • Peter Bryant

      Pages 271-281

Although a number of books have appeared on learning disabili­ ties, we feel that the present book has two distinct features which are not found in most others. It is multidisciplinary and it com­ bines theory with practice. A group of researchers from the disciplines of Psychology in­ cluding medical psychology and information processing, Reading, Special Education and Physical Education interacted with each other before and after their presentations in a conference (November 1980, at the University of Alberta, Edmonton, Canada), and then wrote their chapters for this book. We hope that their chapters were enriched by the discussions and arguments which happened in formal and informal settings during the authors' stay in Edmonton. Dr. Leong could not attend the conference, but was asked to write the introductory chapter for the book. The contributors to this volume have been involved with basic research as well as with clinical and educational research in learning disabilities. Some of them have a theoretical rather than a practical interest. However, a serious interest in a handicapping condition perhaps compels one to consider its amelioration no matter how 'pure' is the researcher. It is because of such a feeling.that those who do basic research have sug­ gested procedures for applying their findings. The result is a balanced product, entailing theory and practice.

• behavior
• development
• information
• information processing
• integration
• learning
• psychology

• University of Alberta, Edmonton, Canada

  J. P. Das, R. F. Mulcahy, A. E. Wall

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