ABSTRACT
This conclusion presents some closing thoughts on the concepts discussed in the preceding chapters of this book. The book helps the educators to discard the traditional concept of reading disability (RD) in favour of a better way of conceptualizing reading problems. It presents our suggestions as to where the field of learning disabilities (LD), as an area of educational practice, should be going. The book describes that the history of the LD field has mainly involved new renditions of the same old intrinsic tune, with an eternal chorus of criticism from advocates of the extrinsic point of view. It suggests that a number of basic conclusions about RD that are believed to be of primary importance. Special-education teachers sometimes comment that, after years of working exclusively with youngsters who have academic difficulties, they lose track of what normally achieving children can do. RD involves not just one pattern of cognitive and reading deficits but, rather, several different patterns.
