This book provides an overview of cognitive approaches to learning disabilities, the theoretical and methodological underpinnings that support them, and the body of knowledge that such work has generated. Part 1 contains the following five papers: "The Educational Perspective" (Wayne P. Hresko and others); "Educational Trends in Learning Disabilities" (Wayne P. Hresko and others); "Attention Deficit Hyperactivity Disorder: Diagnosis and Treatment" (Mark E. Swanson and Tom E. C. Smith); "The Growing Impact of Neurology" (Ronald T. Brown and Joan E. Donegan); and "Learning Disorders: Theoretical and Research Perspectives" (D. Kim Reid). Part 2 provides an overview of learning disabilities research motivated by an information processing perspective. Papers include: "Information Processing: An Introduction" (H. Lee Swanson) and "Learning Disabilities and Memory" (H. Lee Swanson and John B. Cooney). Part 3 focuses on assessment practices from a cognitive perspective, in the following papers: "Assessment Practices" (H. Lee Swanson); "A Cognitive Assessment Approach I" (H. Lee Swanson); and "A Cognitive Assessment Approach II" (H. Lee Swanson). Part 4 treats learning disabilities within an educational context, building on knowledge generated from information processing research but relying most heavily on constructivist and ecological orientations and postmodern concerns. It contains: "The Cognitive Curriculum" (D. Kim Reid and Molly McCarthy Leamon); "Oral Language" (Wayne P. Hresko); "Literacy : A Tale of Different Belief Systems" (D. Kim Reid and Maud Kuykendall); "An Investigative Approach to the Mathematics Instruction of Children Classified as Learning Disabled" (Arthur J. Baroody); and "Modes of Consciousness and the Self in Learning Disabilities Research: Considering Past and Future" (Lous Heshusius). Each chapter contains references. (CR)