This paper provides a rationale for basic research and metatheory development in the field of learning disabilities, outlines the steps and cognitive parameters involved in validating such a metatheory, and discusses integrating the findings of basic research with instructional manipulations and reasons for the poor integration of theory and…

This paper affirms H. Lee Swanson's views in "Toward a Metatheroy of Learning Disabilities" and elaborates upon the role of basic research in learning disabilities. An alternative perspective on the nature of applied research is described that views applied research as theoretically driven research aimed at practical matters. (JDD)

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article argues that the field of learning disabilities does not need to be legitimized and that basic research in learning disabilities is not necessarily the prerequisite vehicle by which theoretical progress can be made. (JDD)

Discusses the alternative roles and responsibilities that researchers might assume to bridge the gap between special education research and practice. Addresses why some research-based practices fail and the roles of researchers as collaborators, facilitators and coaches, interpreters of culture and dynamics of the school, and critics. (Author/CR)

In response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this counterpoint addresses the role of basic versus applied research, limitations of the procedure proposed by Swanson for establishing external validity and proving the metatheory, and limitations of metatheoretical research with regard to developing…

In rebuttal to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," this article emphasizes that a bias toward applied research in learning disabilities is appropriate, that explanatory theories may not provide control over the phenomena explained, and that the field's orientation toward social consensus rather than…

This response to H. Lee Swanson's paper, "Toward a Metatheory of Learning Disabilities," argues that the field's development from social consensus has positive consequences and that the field is a "prenormal' science. A megatheory is suggested, incorporating metatheoretical aspects of the learning-disabled's information processing…

This article reviews key findings from school-reform studies of the 1980s on sustained use of effective teacher practices in the classroom and explains their relevance to special education. Recent findings are also highlighted and unresolved issues are identified. An appendix lists sustainability factors and issues. (Contains references.)…

Reactions to H. Lee Swanson's paper "Toward a Metatheory of Learning Disabilities" are outlined, and his arguments are applied to reading disabilities, focusing on the importance of the scientific attitude, the misuse of ecological validity, interpretation of Thomas Kuhn's work, modularity and reading disability, and scientific progress…

Focuses on teacher variables that account for the lack of initiation and continuation of research-based instructional strategies. Highlights teachers' overarching conceptions of teaching, subject-area knowledge, and sense of self-efficacy. Recommendations for promoting teacher self-efficacy are provided, including training teachers to deal with a…

This critique of H. Lee Swanson's "Toward a Metatheory of Learning Disabilities" comments on Swanson's concept of learning disabilities, cognitive science, and information processing theory. A different research and theory-building agenda is proposed, focusing on society's definition of learning disabilities and instructional issues and…

Elementary and middle school children (n=105) completed measures of reading achievement and cognitive abilities. Factor analysis produced three empirically and theoretically derived factors, auditory processing, visual processing/speed, and memory. Together the three factors combined predicted 61 to 85% of the variance associated with different…

Focuses on the challenges educators have encountered in translating comprehension-strategies instruction research into workable, school-based interventions and, ultimately, into classroom practice. Research indicates teachers worry about the feasibility, fit, and scope of comprehension-strategies instruction. The need for technical and conceptual…

Discusses the barriers that impede special education teachers from adopting research findings in the field of special education. The lack of communication between educators and researchers, the need to teach teachers how to evaluate research using scientific criteria, and teacher resistance to change are discussed. (CR)