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Critical Issues in Specific Learning Disability Identification: What We Need to Know about the PSW Model
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McGill, Ryan J.; Styck, Kara M.; Palomares, Ronald S.; Hass, Michael R. – Learning Disability Quarterly, 2016
As a result of the upcoming Federal reauthorization of the Individuals With Disabilities Education Improvement Act (IDEA), practitioners and researchers have begun vigorously debating what constitutes evidence-based assessment for the identification of specific learning disability (SLD). This debate has resulted in strong support for a method that…
Descriptors: Learning Disabilities, Disability Identification, Disabilities, Federal Legislation
Development and Disorders of Neurocognitive Systems for Oral Language and Reading.
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Booth, James R.; Burman, Douglas D. – Learning Disability Quarterly, 2001
This article first outlines a tentative neurocognitive model of oral language and reading. It then reviews recent functional magnetic resonance imaging studies of the development of oral language and reading and brain-imaging research on dyslexia in light of the proposed neurocognitive model. Finally, research on the plasticity of neural systems…
Descriptors: Children, Cognitive Processes, Dyslexia, Language Acquisition
Linguistic Transitions and Learning Disabilities: A Strategic Learning Perspective.
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Wiig, Elisabeth H. – Learning Disability Quarterly, 1990
The paper describes and advocates process-oriented rather than product-oriented approaches to language intervention for students with language-learning disabilities. The paper discusses the need for different reasoning strategies in language intervention, a "levels of competence" macromodel for language intervention, a process-oriented micromodel,…
Descriptors: Cognitive Processes, Elementary Secondary Education, Intervention, Language Acquisition
Research and Educational Implications of Some Recent Conceptualizations in Learning Disabilities.
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Wong, Bernice Y. L. – Learning Disability Quarterly, 1988
The paper discusses the implications for research and education of learning disabled students of three models of learning disabilities. The models focus on either: (1) child-centered process problems (attentional deficits), (2) nonspecific performance problems (metacognitive problems), and (3) the interaction between child-centered variables and…
Descriptors: Attention Deficit Disorders, Cognitive Processes, Elementary Secondary Education, Instructional Design
Reconstructing the Paradigm of Learning Disabilities: A Holistic/Constructivist Interpretation.
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Grobecker, Betsey – Learning Disability Quarterly, 1996
Learning differences or disabilities can be best understood and addressed within the holistic/constructivist theory of knowledge construction and the reciprocal evolution of cognitive structures. Learning differences manifest themselves in the spirals of mental structuring activity that guide relational thinking. Such a perspective focuses on…
Descriptors: Cognitive Processes, Cognitive Structures, Constructivism (Learning), Elementary Secondary Education