ABSTRACT
In seeking to honor Barbara Keogh’s contributions to the study of children with learning disabilities, two themes that permeate her work were used as a framework for this chapter. First, I discuss our current understanding of reading disabilities from a general developmental perspective. Second, I try to draw attention to a few of the most interesting and important questions that currently confront the field. Over the past 2 decades, our general faith in a scientific approach to the study of learning disabilities has born considerable fruit. During that time, Keogh’s voice (Keogh, 1993, 1994; Keogh & MacMillan, 1983) has been both strong and consistent in urging us to frame our questions about learning disabilities from a developmental perspective and answer them using the methods of science.
