Learning Disabilities: Theoretical and Research Issues

Learning Disabilities: Theoretical and Research Issues

Learning Disabilities: Theoretical and Research Issues

Learning Disabilities: Theoretical and Research Issues

Synopsis

This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.

Excerpt

The purpose of this text is to provide a review and critique of the current state of research in the areas of intelligence, social cognition, and achievement as it relates to learning disabilities. Specific attention is also paid to developments in an area of subtyping research. The chapters are up to date with regard to theoretical and technical developments in the field of learning disabilities and yet readable for anyone with a reasonable scientific background. The incentive for this text was the result of a 1988 conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The 3-day conference was organized primarily around symposium topics that focused on the areas of intelligence, motivation and social cognition, and methodological issues in subtyping research. Within each session, either three or four papers were presented. This was followed by an open discussion of conference participants and a predesignated discussant. The same organization that was used in the conference serves as the structure for the text. A separate section of individual papers devoted to issues related to achievement also merged as an area with emerging technical advances. A small number of these papers are included in this text. Although two of the papers in this latter section do not have an isolated focus on achievement, per se, we included them because of their important contribution to the literature.

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