ATTENTION DEFICIT DISORDER: JUST ANOTHER LABEL

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Abstract
The history behind the “attention deficit” label is outlined, the procedure currently used to classify children as having “attention deficits” is explained, and the instructional interventions most often recommended for children so labeled are described. I argue that this label, like other categorical labels, does not identify a poor reader's instructional needs and that research indicates the types of instructional interventions that do help poor readers, whatever their label. I recommend that when children experience difficulty learning to read, teachers should determine their reading levels, strengths, and needs; examine the reading instruction they are receiving; and make appropriate adjustments to their reading instruction. Only when the reading difficulties persist after appropriate adjustments are made should we look for disorders in the children.