ABSTRACT
This commentary presents some thoughts about these three very interesting chapters: “Patterns of Motivation and Reading Skills in Underachieving Children,” by Evelyn Oka and Scott Paris; “Metacognition, Motivation, and Controlled Performance” by John Borkowski, Mary Beth Johnston, and Molly Reid; “Elaborative Learning Strategies for the Inefficient Learner,” by Michael Pressley and Joel Levin. The first thing to notice is that not one of these chapters uses the term “learning disabilities” in its title. The remarks begin with some comments on definitions of subject populations in research with disabled learners.
