1 Expanding the Boundaries of Cognitive Interventions.- 2 Validation of Learning Strategy Interventions for Students with Learning Disabilities: Results of a Programmatic Research Effort.- 3 Self-Regulated Strategy Development: Programmatic Research in Writing.- 4 Classroom-Based Literacy Instruction: The Development of One Program of Intervention Research.- 5 A Theory-Driven Interactive Instructional Model for Text Comprehension and Content Learning.- 6 Beyond Greetings and Making Friends: Social Skills from a Broader Perspective.- 7 Training Metacognitive Processes of Self-Regulated Learning.- 8 Sense of Coherence and Families with a Learning-Disabled Child.- 9 Intervention Research in Australia.- 10 Socioemotional Coping and Cognitive Processes in Training Learning-Disabled Children.- 11 Adaptation, Motivational Orientation, and Cognition in a Subnormally Performing Child: A Systemic Perspective for Training.- 12 Intervention Research in Learning Disabilities: A Canadian Flavor.- 13 Learning Disabilities in the 1990s: The State of the Field and How It Got There.
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.
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