Learning Disabilities Theory

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Abstract
Although theory has played an integral role in shaping prevailing practices in the LD field, broad overviews of paradigms and presentations of theoretical issues have been relatively infrequent and limited in scope. For instance, as has been made clear in preceding articles in this journal, a great deal of the discussion has been limited to and by definitional vagaries. Leaders concerned with the future have stressed the critical importance of an increased emphasis on theory development and the use of an improved theoretical base to guide future research and practice. There is a particular need at this time for greater explication and analysis of major controversies related to theories of cause and correction. For this article in the series, we asked Joe Torgesen to briefly review the status of theory in the LD field, to discuss its relationship to practice and to share his perspective of future directions for theory development. In doing so, he suggests the reasons for the present theoretical disarray, expresses optimism for future progress, and offers four recommendations to aid such progress. Subsequent articles in this series will amplify and extend Torgesen's presentation and aid practice by providing additional perspectives for differentiating learning disabilities from other learning problems, differentiating LD subtypes, and understanding cause and correction.-Howard S. Adelman, PhD and Linda Taylor, PhD, Guest Editors

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