You are not currently logged in.
Access JSTOR through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Learning Disability Research: How Far Have We Progressed?
Jean R. Harber
Learning Disability Quarterly
Vol. 4, No. 4, Severe Learning Disabilities (Autumn, 1981), pp. 372-381
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1510738
Page Count: 10
You can always find the topics here!Topics: Learning disabilities, Child psychology, Learning, Special education, Educational research, Intelligence quotient, Research studies, Disabilities, Control groups, Academic learning
Were these topics helpful?See somethings inaccurate? Let us know!
Select the topics that are inaccurate.
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
This article presents an analysis of the 229 research reports which have appeared in two major learning disability journals since 1978. Findings indicate that (1) the vast majority of these studies are quasi-experimental in nature; (2) control of extraneous variables (e.g., intelligence) was not appropriately demonstrated in many studies; (3) comparability between experimental and control groups was not adequately established in numerous reports; (4) fewer than half of the studies utilized subjects classified as learning disabled; (5) in more than two-fifths of the studies involving learning disabled subjects, the criteria for such classification were not provided; (6) studies which did operationally define learning disabilities utilized a wide range of criteria. The ethical limitations of conducting experimental learning disability research are discussed and suggestions for enhancing such research are offered. Finally, the importance of focusing research efforts on homogeneous populations (e.g., the severely learning disabled) is illustrated.
Learning Disability Quarterly © 1981 Hammill Institute on Disabilities