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Models and Theories: Their Influence on Research in Learning Disabilities

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Abstract

The field of learning disabilities (LD) seems to be marked by a constant state of crisis characterized by disagreement, confusion, and ambiguity. This turmoil, however, has not abated the growth of LD research (Summers, 1986). Yet, research findings have not successfully resolved long-standing disputes. It would seem that an expanding data base would permit greater problem resolution but instead it only seems to aggravate the situation. A number of problems in the research process appear to contribute to the lack of resolution and the purpose of this chapter is to explore these problems.

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Authors
  1. Kenneth A. Kavale
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  2. Steven R. Forness
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Editors and Affiliations

  1. School of Education and Department of Psychology, University of Miami, Coral Gables, FL, 33124, USA

    Sharon Vaughn Ph.D.

  2. Department of Special Education and Rehabilitation, University of Arizona, Tucson, AZ, 85721, USA

    Candace S. Bos Ph.D.

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Kavale, K.A., Forness, S.R. (1994). Models and Theories: Their Influence on Research in Learning Disabilities. In: Vaughn, S., Bos, C.S. (eds) Research Issues in Learning Disabilities. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8345-1_3

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  • DOI: https://doi.org/10.1007/978-1-4613-8345-1_3

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