Contributors | |
Foreword | |
Preface | |
Acknowledgments | |
An Examination of Research in Learning Disabilities: Past Practices and Future Directions | p. 1 |
Classification of Learning Disabilities | p. 15 |
Models of Classification as Related to a Taxonomy of Learning Disabilities | p. 17 |
Classification of Learning Disabilities: Relationships with Other Childhood Disorders | p. 27 |
Broadening the Scope of Classification Research: Conceptual and Ecological Perspectives | p. 57 |
Issues in Empirical versus Clinical Identification of Learning Disabilities | p. 73 |
Definition and Theory in Learning Disabilities | p. 95 |
Defining Learning Disabilities: A History of the Search for Consensus | p. 97 |
Development of Operational Definitions in Mental Retardation: Similarities and Differences with the Field of Learning Disabilities | p. 117 |
Variations on Theory in Learning Disabilities | p. 153 |
A Science and Theory of Learning Disabilities | p. 171 |
Perspectives on Research and Clinical Practice in Learning Disabilities | p. 197 |
Learning Disabilities from the Perspective of Cognitive Psychology | p. 199 |
Learning Disabilities: An Interactive Developmental Paradigm | p. 229 |
Learning Disabilities from an Educational Perspective | p. 251 |
The Construct Validity of Discrepancy Definitions of Reading Disability | p. 273 |
Impact of Social and Policy Issues on Learning Disabilities | p. 309 |
Linking Purpose and Practice: Social-Political and Developmental Perspectives on Classification | p. 311 |
Learning Disabilities and Public Policy: Myths and Outcomes | p. 325 |
Conclusions and Future Directions | p. 343 |
Index | p. 351 |
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