Contemporary Intervention Research in Learning Disabilities

1. Front Matter

   Pages i-xi

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2. Expanding the Boundaries of Cognitive Interventions

   • John G. Borkowski, Jeanne D. Day, Delia Saenz, Diana Dietmeyer, Teri M. Estrada, Andrea Groteluschen

   Pages 1-21

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3. Validation of Learning Strategy Interventions for Students with Learning Disabilities: Results of a Programmatic Research Effort

   • Jean B. Schumaker, Donald D. Deshler

   Pages 22-46

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4. Self-Regulated Strategy Development: Programmatic Research in Writing

   • Steve Graham, Karen R. Harris

   Pages 47-64

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5. Classroom-Based Literacy Instruction: The Development of One Program of Intervention Research

   • Annemarie Sullivan Palincsar, Yvonne Marie David

   Pages 65-80

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6. A Theory-Driven Interactive Instructional Model for Text Comprehension and Content Learning

   • Candace S. Bos, Patricia L. Anders

   Pages 81-95

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7. Beyond Greetings and Making Friends: Social Skills from a Broader Perspective

   • Sharon Vaughn, Annette La Greca

   Pages 96-114

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8. Training Metacognitive Processes of Self-Regulated Learning

   • Frank P. C. M. De Jong, P. Robert-Jan Simons

   Pages 115-133

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9. Sense of Coherence and Families with a Learning-Disabled Child

   • Malka Margalit

   Pages 134-146

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10. Intervention Research in Australia

    • Adrian F. Ashman, Christina E. Van Kraayenoord, John Elkins

    Pages 147-162

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11. Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children

    • Marja Vauras, Erno Lehtinen, Riitta Kinnunen, Pekka Salonen

    Pages 163-189

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12. Adaptation, Motivational Orientation, and Cognition in a Subnormally Performing Child: A Systemic Perspective for Training

    • Erkki Olkinuora, Pekka Salonen

    Pages 190-213

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13. Intervention Research in Learning Disabilities: A Canadian Flavor

    • Nancy L. Hutchinson, Bernice Y. L. Wong

    Pages 214-234

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14. Learning Disabilities in the 1990s: The State of the Field and How It Got There

    • Michael Pressley, Donna Forrest-Pressley

    Pages 235-253

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15. Back Matter

    Pages 255-259

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Recently, in the area of learning disabilities, a subarea of special educa­ tion, an interesting development has become discernible. This develop­ ment centers on the increasing focus of learning disabilities professionals on theory building and empirical research, and it is reflected in the spate of books currently being published. With their clear emphasis on con­ ceptual and methodological issues along with directions for future re­ search, these newly published books differ essentially from the bulk of learning disabilities textbooks. They include S. Vaughn and C. Bos (Eds. ), Research in Learning Disabilities: Issues and Future Directions, published in 1987 by College-Hill; T. E. Scruggs and B. Y. L. Wong (Eds. ), Intervention Research in Learning Disabilities, published in 1990 by Springer-Verlag; and L. Swanson (Ed. ), Learning Disabilities: Theore­ tical and Research Issues, published in 1991 by Lawrence Erlbaum Asso­ ciates. As reflected in these three books, the discipline began with a service orientation and has evolved beyond that to come of age with aspirations of becoming a scientific discipline. These books can be taken to voice the concerted efforts ,of learning disabilities professionals to promote theory building and empirical research. Undeniably these books provide valuable information on conceptual issues and research in learning disabilities. Nevertheless, they appear to have one drawback, namely, they focus exclusively on learning disabilities research in North America.

• Lernstörung
• Special education
• intervention
• intervention research
• learning disabilities

• Faculty of Education, Simon Fraser University, Burnaby, Canada

  Bernice Y. L. Wong

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