Commentary: Linguistic and Cognitive Correlates of Learning Disability: Reactions to Three Reviews
It is clear, from the foregoing reviews, that research in the study of learning disabilities has proliferated over the past 10 to 15 years and that certain previously neglected areas of inquiry have come into their own. Research evaluating the linguistic correlates of learning disability is the prime example of this trend and is the central focus of Mavis Donahue's chapter. It is also clear that the early and more traditional conceptualizations of learning disabilities, that emphasized the sensory, motor, and perceptual correlates of these disorders, have lost much of their popularity and have been challenged, not only by theories postulating deficiencies in language as the major source of difficulty in school learning, but also by those postulating deficiencies in higher order cognitive processes, such as short-and long-term memory. Patricia Worden's chapter exemplifies the latter trend although the specific focus of this chapter is on memory for prose.