Research in Learning Disabilities: A View of Status and Need

  • Barbara K. Keogh


Research investigators and clinicians working with children with learning disabilities (LD) have identified a broad range of intriguing and difficult problems. Pursuit of these problems has led to an extensive and ever increasing volume of literature and has spawned a variety of intervention approaches. It might be argued that the most difficult problem facing the researcher of learning disabilities is to decide what should be studied and who should be included in the study sample. That is, what constitutes the field and what constitutes the condition?


Learning Disability Disable Child Sample Heterogeneity Learn Disability Learn Disability 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. Ackerman, P., Dykman, R. A., & Peters, J. E. Learning disabled boys as adolescents. Journal of the American Academy of Child Psychiatry, 1977, 16, 293–313.CrossRefGoogle Scholar
  2. Adelman, H. S. The not-so-specific learning disability population. Exceptional Children, 1971, 37, 528–533.PubMedGoogle Scholar
  3. Balow, B., & Blumquist, M. Young adults ten to fifteen years after severe reading disability. Elementary School Journal, 1965, 66, 44–48.CrossRefGoogle Scholar
  4. Baltes, P. B., Reese, H. W., & Nesselroade, O. R. Life span developmental psychology: Introduction to research methods. Monterey, California: Brook/Cole, 1977.Google Scholar
  5. Education for all Handicapped Children Act. Public Law 94-142, 94th Congress, S.6, November 29, 1975.Google Scholar
  6. Gottesman, R.L. Follow-up of learning disabled children. Learning Disability Quarterly, 1979, 2, 60–69.CrossRefGoogle Scholar
  7. Hechtman, L., Weiss, G., Finkelstein, W., & Benn, W. Hyperactives as young adults: preliminary report. Canadian Medical Association Journal, 1976, 115, 625–630.PubMedGoogle Scholar
  8. Huessy, H. R., & Gendron, R. A. Prevalence of the so-called hyperkinetic syndrome in public school children in Vermont. Acta Paedopsychiatry, 1970, 37, 243–248.Google Scholar
  9. Huessy, H. R., Metoyer, M., & Townsend, M. Eight to ten year followup of 84 children treated for behavioral disorder in rural Vermont. Acta Paedopsychiatry, 1974, 40, 230–235.Google Scholar
  10. Johnson, V. M. Salient features and sorting factors in diagnosis and classification of exceptional children. Peabody Journal of Education, 1975, 52, 142–144.Google Scholar
  11. Kearsley, R. B. Iatrogenic retardation: A syndrome of learned incompetence. In R. B. Kearsley and I. E. Sigel (Eds.), Infants at risk: Assessment of cognitive functioning. Hillsdale, New Jersey: Lawrence Erlbaum and Associates, 1979.Google Scholar
  12. Keogh, B. K., Major, S. M., Omori, H., Gandara, P., & Reid, H. P. Proposed markers in learning disabilities research. Journal of Abnormal Child Psychology, 1980, 8, 21–31.PubMedCrossRefGoogle Scholar
  13. Keogh, B. K., Major, S. M., Reid, H. P., Gandara, P., & Omori, H. Marker variables: A search for comparability and generalizability in the field of learning disabilities. Learning Disabilities Quarterly, 1978, 1, 5–11.CrossRefGoogle Scholar
  14. Keogh, B. K., Major-Kingsley, M., Omori-Gordon, H., & Reid, H. P. A system of marker variables for the field of learning disabilities. New York: Syracuse University Press, in press.Google Scholar
  15. Lambert, N. M., & Sandoval, J. The prevalence of learning disabilities in a sample of children considered hyperactive. Journal of Abnormal Child Psychology, 1980, 8, 33–50.PubMedCrossRefGoogle Scholar
  16. Major-Kingsley, S. Outcome of learning disabilities: Inferences of the nature of the disability and intervening experiences upon adjustment in young adulthood. UCLA Graduate School of Education, in progress, 1981.Google Scholar
  17. Minde, K., Weiss, G., & Mendelson, N. A 5-year follow-up study of 91 hyperactive school children. American Academy of Child Psychiatry Journal, 1972, 11, 595–610.CrossRefGoogle Scholar
  18. National Advisory Committee on Handicapped Children. Conference sponsored by the Bureau of Education for the Handicapped, U.S. Office of Education, Washington, D.C., September, 1977.Google Scholar
  19. Preston, R. C., & Yarington, D. J. Status of fifty retarded readers eight years after reading clinic diagnosis. Journal of Reading, 1967, 11, 122–129.Google Scholar
  20. Price-Williams, D., & Gallimore, R. The cultural perspective. In B. Keogh (Ed.), Advance in special education: Volume 2, Perspectives on applications.Google Scholar
  21. Rawson, M. B. Developmental language disability: Adult accomplishments of dyslexic boys. Baltimore: Johns Hopkins Press, 1968.Google Scholar
  22. Reid, H. P. Sex differences in learning disabilities: A systems analysis. UCLA Graduate School of Education, in process, 1981.Google Scholar
  23. Reitan, R. M. Psychological effects of cerebral lesions in children of early school age. In R. M. Reitan and L. A. Davison (Eds.), Clinical neuropsychology: Current statistical applications. Washington, D.C.: L. H. Winston and Sons, 1974.Google Scholar
  24. Robinson, H. M., & Smith, H. K. Reading clinic clients—Ten years after. The Elementary School Journal, 1962, 63, 22–27.CrossRefGoogle Scholar
  25. Rourke, B. P. Brain-behavior relationship in children with learning disabilities: A research program. American Psychologist, 1975, 30, 911–920.PubMedCrossRefGoogle Scholar
  26. Salvia, J., & Ysseldyke, J. E. Assessment in special and remedial education. Boston: Houghton Mifflin, 1978.Google Scholar
  27. Sameroff, A. J. The etiology of cognitive competence: A systems perspective. In. R. B. Kearsley and I. E. Sigel (Eds.), Infants at risk: Assessment of cognitive functioning. Hillsdale, New Jersey: Lawrence Erlbaum & Associates, 1979.Google Scholar
  28. Sameroff, A. J. Early influences on development: Fact of fancy? Merrill-Palmer Quarterly, 1978, 21, 217–293.Google Scholar
  29. Sameroff, A. J., & Chandler, M. J. Reproductive risk and the continuum of caretaking casualty. In F. D. Horowitz (Ed.), Review of child development research, Vol. 4, Chicago: University of Chicago Press, 1975.Google Scholar
  30. Satz, P., & Morris, R. Learning disability subtypes: A review. In F. J. Pirozzolo and W. C. Wittrock (Eds.), Neuropsychology and cognitive processes in reading. New York: Academic Press, in press.Google Scholar
  31. Werner, E. E. Environmental interaction in minimal brain dysfunctions. In H. Rie and E. Rie (Eds.), Handbook of minimal brain dysfunctions. New York: John Wiley, 1980.Google Scholar
  32. Werner, E. E., Bierman, J. M., & French, F. E. The children of Kauai: A longitudinal study from the prenatal period to age ten. Honolulu: University of Hawaii, 1971.Google Scholar
  33. Wolf, R. The measurement of environments. In N. H. MacGinitie and S. Ball (Eds.), Readings in psychological foundations of education. New York: McGraw-Hill, 1968.Google Scholar

Copyright information

© Springer Science+Business Media New York 1982

Authors and Affiliations

  • Barbara K. Keogh
    • 1
  1. 1.Department of EducationUniversity of CaliforniaLos AngelesUSA

Personalised recommendations