operational definitions and learning disabilities || front matter

Hammill Institute on Disabilities

Front MatterSource: Learning Disability Quarterly, Vol. 14, No. 4, Operational Definitions and LearningDisabilities (Autumn, 1991), pp. 241-282Published by: Sage Publications, Inc.Stable URL: http://www.jstor.org/stable/1510660 .

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Learn in

Disability

Quarterly

Fall 1991 Volume 14, No. 4 Journal of the Council for Learning Disabilities



EDITORIAL STAFF

Editor, H. Lee Swanson, University of California -Riverside Communications / Publications Chair, Donald D. Deshler, University of Kansas

ASSOCIATE EDITORS

Kirsten McBride, Overland Park, KS

John Lloyd, University of Virginia

CONSULTING EDITORS

Howard S. Adelman, UCLA

Virginia W. Berninger, University of Washing Benita A. Blachman, Syracuse University Candace Sue Bos, University of Arizona Linda Brown, Austin, TX Tanis H. Bryan, Unversity of Illinois Brian Bryant, Austin, TX Kevin Cole, Universty of Washington John Cooney, Univ. of Northern Colorado Merith Cosden, UCSB

Mary Cronin, UnVestof New r

Douglas Culin Norh Ca Uni Donald D DeshlerUniversit of Kansas Mavis DonahueUnversit of Illinois

r SUNE A Alan

Carol Sue Englert, iichigan State Universit

Michael Epstein. Universit of Northern Illinois Steven Forness UCLA Marilyn Friend, Northern Illtnois University

Douglas Fuchs, Van, erbilt Uniersit Lnn Fuchs Vnderbilt, niverst Lvnn Gelzheiser. SUN` Albany Michael Gerber. UCSB Paul J. G err, Virginia Commonwealth University Steve Graham Uniersty of aryland Robert Hall Texs A&M University Daniel P Hallahan. University of Virgfnia

David Hill, Keene State University Wayne Hresko North Texas State Universit Charles A. Hughes, Pennsylvania State University Nancy Hutchinson. Queens Universit^ Kingstont Ont,

George W. Hynd. Universitv of Georgia James M. Kauffman, Unversityof V irnia Kenneth Kavale, Un(versityo.f"lowa Janet Kistner. Floridc State University; Stephen Larsen, Univ rsIty of Texas Isabele Y Liberman Mansed Center. CT

SUBSCRIPTION / MEMBERSHIP INFORMATION

Joseph Jenkins, University of Washington Bernice Wong, Simon Fraser University

Tom Lorsbach, University of Nebraska Thomas Lvitt, Unive rsity of Washington G. Reid Lyon, Underhill

Center, VT

Donald MacMillan, Univ rsity of California at Riverside

Margo A. Mastropieri,

Purdue University James D. McKinney, Univ. of N. Carolina-Chapel Hill

James McLoughlin, University of Louisville

Lynn Meltzer, Lexington, MA Marjorie Montague, University of Miami

Phyllis Newcomer, Beaver College Susan S. Osborne, Universiof N. Carolina-Chapel H Anne Marie PancsarUniversityofichigan Douglas J. Palmer. Texas A&M University Jim Patton, AustinTexas Ruth Pearl, UniversiofIllinois Ed Polloway, Lnchburg College Mary Poplin, Claremont Graduate School D. Kim Reid, DalHas, Texas Terry

Rose, Universit of N.CarolinaCharotte

Mike Rosenberg, Johns Hopkins University Thomas E. Scruggs, Purdue Universit Linda S.

Seigel, Ontario Institute f0or Studies in Educat

Margaret Shepherd, Columbia Universit

Paul Sindelar Florida State University Deborah Smith, University of New Mxico Deborah Speece University of Marland Keith E. Stanovich, Oakland

Universit, Marcy Stein Univ rsty of Washin gton C. Addison Stone, Northwestern University Joseph Torgesen, Fo rnda State Universit Sharon R. Vaughn, University of Miami Susan Ann Vogel, Eastern Michigan Billy L.Watson, University ofNewMexico Richard Whelan, Unver of Kansas J, Lee Wiederholt, University of Texas Elisabeth Wiig, Arlington, TX Dale W ow, Ontario Institute for Studies in Education Rich son Bowling Green State University

The LEARNING DISABILITY QUARTERLY is published four times a year (Winter, Spring, Summer, and Fall) by the COUN- CIL FOR LEARNING DISABILITIES. Annual CLD membership dues are $35.00 for professionals, $25.00 for students. To become a CLD member, write: CLD, P.O. Box 40303, Overland Park, KS 66204. Subscription to the LEARNING DISABILI- TY QUARTERLY is available without CLD membership from the address above. Domestic libraries, institutions: $50.00; Foreign countries: $55.00. Single copy price is $5.00. To order, write Learning Disability Quarterly, c/o Council for Learning Disabilities, P.O. Box 40303, Overland Park, KS 66204. (913) 492-8755.

ISSN 0731-9487

ABSTRACT AND INDEX INFORMATION

LEARNING DISABILITY QUARTERLY is abstracted in Psychological Abstracts, Behavioral Abstracts, Birmingham, England, and Rehabilitations Forschung/Recherches en Readaption /International Journal of Rehabilitation Research, Rheinstetten, West Germany; abstracted and indexed in Exceptional Child Education Resources, Current Contents/Social and Behavioral Sciences, and Child and Youth Services; and indexed in Social Sciences Citation Index, Social Scisearch, and Current Index to Journals in Education, the Bowker International Serials Database. Reprints are available from The Genuine Article, Institute for Scientific Information, 3501 Market St., Philadelphia, PA 19104.

Production Supervision, Graphic Specialties



LEARNING DISABILITY QUARTERLY

CD Journal of the Council for Learning Disabilities

Volume 14 / Number 4 Fall 1991

CONTENTS

Operational Definitions and Learning Disabilities: An Overview 242 H. Lee Swanson

Definition for Definitions of Learning Disabilities 257 Kenneth A. Kavale, Steven R. Forness, and Thomas C. Lorsbach

Conceptual and Empirical Problems with Discrepancy Definitions of Reading Disability 269

Keith E. Stanovich

Learning Disabilities and Presumed Central Nervous System Dysfunction 283 George W. Hynd, Richard Marshall, and Jose Gonzalez

Selection of Subjects in Research on Learning Disabilities: A View from the Social Side 297

Tanis Bryan

A Cumulative Author Index, Learning Disability Quarterly, 1978, 1(1) - 1990, 13(4) 305

George J. Haus, Keith W. Whinnery, and Herbert J. Rieth

Title/Author Index, Learning Disability Quarterly, Vol. 14, 1991 333

Call for Papers

Changing Classroom--Complex World

14th International Conference on Learning Disabilities

Kansas City, Missouri

October 15-17, 1992

Volume 14, Fall 1991 241



CD) council for

learning disabillles

ANNOUNCING

AWARDS

1992 OUTSTANDING RESEARCH AWARD Sponsored by the Council for Learning Disabilities

As part of a major effort to promote and recognize research, the COUNCIL FOR LEARNING DISABILITIES will annually present an award for outstanding manuscript-length papers on learning disabilities based on doc- toral dissertations or master's studies completed within the last five years.

The winner will receive a certificate and cash award to be presented at the Award Luncheon, Saturday, Oc- tober 17, 1992, during the 14th International Conference on Learning Disabilities in Kansas City, Missouri. In addition, papers will be considered for publication in the Learning Disability Quarterly.

Six copies of the APA-style paper should be submitted to the Council for Learning Disabilities, P.O. Box 40303, Overland Park, KS 66204. 913/492-8755.

Deadline for submission of papers: April 1, 1992 Winners will be notified by August 15, 1992

1992 OUTSTANDING TEACHER AWARD Sponsored by the Council for Learning Disabilities

As part of an effort to encourage and recognize quality instruction, the COUNCIL FOR LEARNING DISABILITIES will present awards annually to nominees from state and local CLD chapters. Chapters should develop their own criteria for selection of an outstanding teacher from their area.

Winners will receive a certificate to be presented at the Awards Luncheon, Saturday, October 17, 1992, during the 14th International Conference on Learning Disabilities in Kansas City, Missouri.

Chapters must submit the nominee's name in a supporting letter to the Council for Learning Disabilities, P.O. Box 40303, Overland Park, KS 66204. 913/492-8755.

Deadline for submission of nominee: April 1, 1992 Winners will be notified by August 15, 1992

PLAN NOW TO ATTEND 14th INTERNATIONAL CONFERENCE ON LEARNING DISABILITIES

October 15-17, 1992 Allis Plaza Hotel

Kansas City, Missouri

See Call for Proposals, pages 281 and 282.




A MULTI-MODAL BREAKTHROUGH Nothing Is As Powerful As An Idea Whose Time Has Come.

Victor Hugo

The time has finally come for a screen-reading speech synthesizer system designed specifically for persons with learning disablilites.

SOUNDPROOF is a friendly computer program which enables the user to hear words spoken by a high quality speech synthesizer as they are simultaneously highlighted on a computer screen.

The ability to listen and read text at the same time can increase writing independence by improving writing speed and efficiency of proof-reading. SOUNDPROOF enables the user to easily catch punctuation and grammatical errors, hear omissions, substitutions and additions, determine if what has been written makes sense, thus improve the quality of writing.

Since words can be heard as well as seen, it is much easier to choose the correct word from a spell check list.

Reading comprehension can be enhanced because SOUNDPROOF visually highlights each word as it is spoken, capitilizing on multi-modal and neuro-impress approaches. The user can see and hear MS-DOS text based material presented on the screen, including word processing, data processing, outlining programs, spell checks, help menus and tutorials as well as optically scanned data and material others have written on disc.

S O U N D PRO O F can help close the gap between ability and achievement.

SOUNDPROOF is very easy to set-up, learn and use and is available for desktop and laptop computers.

For more information or to preview a video

about multi-modal learning and

SOUNDPROOF call HumanWare

1(800)722-3393

HumanWare. ...the link between technology and people.

HumanWare, Inc. 6245 King Road Loomis, CA 95650

916-652.7253 FAX

916.652-7296

256 Learning Disability Quarterly



Sprig Rgioal Cnfeenc

April 2nd-3rd, 1992 Fort Lauderdale Marina Marriott * Fort Lauderdale, Florida

Keynote speaer Dr. Bob Algozzine from University of North Carolina at Charlotte

\~0~.earning ,.

THE S FUTURE IS NOW

MEETING THE CHALLENGES OF THE NINETIES

Regional cO vtke

For more information, contact: Council for Learning Disabilties,

P.O. Box 40303 * Overland Park, KS 66204 (913)492-8755

Academic Instruction Call for Papers

Special Issue of Learning Disability Quarterly The Learning Disability Quarterly is calling for papers on academic instruction. Papers will be accepted that report original research, interpretative reviews of the literature, or critical

analyses of a specific line of inquiry on effective instructional procedures for teaching reading, composition, spelling, handwriting, mathematics, or reasoning to students with learning disabilities. In addition, papers advancing theory, original research involving the application of technology, or discussion of substantive issues on educational policy and practice associated with academic instruction are encouraged.

The purpose of this special issue is to capture in a single collection the recent research on academic instruction and learning disabilities. Of particular interest is research or analysis that addresses the complex interaction of variables associated with enhancing the acquisi- tion, maintenance, and transfer of academic learning with the full range of students with learning disabilities.

The special issue of Learning Disability Quarterly will be edited by John Wills Lloyd, University of Virginia, and Edward J. Kameenui, University of Oregon. These coeditors will accept papers until August 3, 1992.

All papers will be subject to the normal review process. Four copies of the typed, double- spaced manuscript should be sent to Dr. John Wills Lloyd, Curry School of Education, De- partment of Curriculum, Instruction, and Special Education, University of Virginia, 405 Emmet Street, Charlottesville, VA 22903-2495. Telephone (804) 924-7461.




AN INNOVATIVE COMPUTER-BASED SOFTWARE SOLUTION FOR LEARNING HOW TO READ

The Xerox Reading Tutor improves reading speed and comprehension through interactive computer-based instruction. Books and other typeset materials are scanned into the system, converted to computerized speech and read aloud to the student. Utilizing DECtalkT", the highest quality synthetic speech available, the Xerox Reading Tutor combines oral and printed text for maximum comprehension.

Spednil Featu

* Selectable speed settings (100 to 500 words per minute) * Words can be spoken syllable by syllable * Choice of scanners: Basic (300 dots per inch) or bookedge

(400 dots per inch) * Highlight and read aloud word(s), phrase(s), or sentence(s)

* 80,000 word dictionary * On-screen menus * Nine DECtalkT voices

* Interrupt reading to repeat section(s) - If. l ........ J I %- . .... . . J .. ... I I--J

deal Tool for tO Teaching Proflessional

This powerful technology provides customized instruction, and can be networked to provide an economical and productive solution for an entire classroom. The Xerox Reading Tutor is recommended for adult literacy programs, dyslexics, and other learning disabled individuals. It is a promising instructional tool for remedial reading classes, courses in English as a Second Language, and rehabilitation programs for victims of stroke or head injury.

How the Technology Works

The system incorporates a high-resolution scanner with Kurzweil's renowned text recognition software, a special reading instruction format, and DECtalkT synthetic speech. Kurzweil's Intelligent Character Recognition technology is a proven success in the Xerox/Kurzweil Personal Reader for the visually impaired. The recognition process works as follows: First, books or other printed materials are scanned. Then, text is recognized, processed, and converted to document files on the personal computer. Later, these documents can be retrieved and displayed on the computer screen. The Reading Tutor is then put into action to assist the operator in reading the documents with accuracy and comprehension.

Allows Customization of Course Materials in Easy to Use format

The system accurately scans any typewritten or typeset document. The virtually limitless supply of scannable materials includes books, magazines, newspapers, mail or business correspondence. Instructors easily target materials to student's interests and abilities. By offering the flexibility to teach at the appropriate comprehension level for each individual, the Xerox Reading Tutor provides positive motivation to the reading student.

The Xerox Reading Tutor is designed for simple operation. The system continually prompts the operator with verbal instructions. Because students operate the system on their own, they are offered complete privacy in a motivational environment that promotes self esteem.

Basi Specicatons

System Requirements

Xerox/Kurzweil PC/KPR Models 25D and 35D

IBM XT, AT, or compatibles, including 386, as well as PS/2, Models 25 and 30, with 640K RAM. 20 MB hard disk or higher, and DOS 3.0 or higher. Color monitor recommended.

Optional: Automatic Document Feeder

CALL US FOR ADDITIONAL INFORMATION:

1-8003430311 Kurzwel Reading Machine Division of XS, Inc.

9 Centennial Drive. Peabody. MA 01960

DECtalk is a tradmark of Digital Equilment Corporation




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io~ aP icce ~.~;,%"E";O c~i~

14th International Conference on Learning Disabilities October 15-17, 1992 Kansas City, Missouri

Changing Classroom - Complex World

GUIDELINES FOR SUBMITTING A PROPOSAL 1. Complete the attached program Proposal Cover Sheet, including (a) a title of no more than 10 words; (b) a 50-

word abstract to be printed in the conference program if the proposal is accepted; (c) the complete names, addresses, and phone numbers of all participants; (d) the signature of CLD chapter president if you are seeking chapter sponsorship of the session; and (e) your own signature as session coordinator. All information must be typewritten.

2. Note that each presenter may participate in one session only (except Poster Session presentations). Presenters who appear on multiple proposals will be considered for the first proposal received, and their names will be removed from subsequent proposals.

3. Attach a detailed, typewritten description of 250-300 words. This description will be distributed to the Program Committee for their consideration.

4. Send THREE copies of the program Proposal Cover Sheet and the description, along with TWO self-addressed, stamped envelopes to:

Jerry Ammer, Program Chair Council for Learning Disabilities * P.O. Box 40303 * Overland Park, Kansas 66204

5. Mail your proposal so that it will be postmarked no later than January 15, 1992.

REVIEW PROCESS Your proposal will be reviewed by the appropriate Strand Chairman, others who are knowledgeable about the proposed topic, and the Conference Program Chair. Only complete proposals will be considered. The Program Commit- tee is seeking presentations that are unique and innovative. Preference will be given to proposals that provide sound empirical or theoretical support for the topic. We will select a broad array of topics appropriate for the learning disabilities field and we encourage a variety of presentation formats. The session coordinator will be advised of the Pro- gram Committee's decision by late April, 1992.

FINAL CHECK Incomplete proposals or proposals that do not follow the prescribed format will be returned to the session coordinator. So, please, take a minute to double-check the contents of your proposal packet. Have you attached: 3 copies of the Program Proposal Cover Sheet (complete with all requested data)

3 copies of your 250- to 300-word detailed description 2 self-addressed, stamped envelopes

THANK YOU FOR SUBMITTING YOUR PROPOSAL! CL) Volume 14, Fall 1991 281



CALL FOR PROPOSALS Strand council for Control # Session learninA Time

bV disabilies Room

Changing Classroom - Complex World 14th International Conference on Learning Disabilities

Please type all information TITLE OF PROPOSAL (10 words or less):

ABSTRACT (50 words or less):

DETAILED DESCRIPTION (250-300 words-attached)

SESSION TYPE (check the one that best describes your proposed presentation) PREFERRED LENGTH U WORKSHOP-To teach a skill OF PRESENTATION O REGULAR SESSION-To share new information or best practices within a strand J 10-15 minutes LO PANEL-A series of short addresses on a particular strand topic LO 20-30 minutes U RESEARCH REPORT-Regular session-report of findings J 1 hour J POSTER SESSION-Spotlight on best practices or brief research reports O 2 hours (Workshop

or Panel)

STRAND (Check the box in the aspect of the conference theme that best describes your proposed presentation. Preference will be given to proposals that focus on the identified topics. The Program Committee reserves the right to alter session time allocations in order to accommodate all accepted proposals.)

Changing Classroom Complex World

O Collaborative Relationships O Multicultural Influences O Transdisciplinary Issues L1 Medical Aspects LO Multidisciplinary Assessment L1 Transitions Within and Without " Academics/Strategies L1 Critical Issues O Behavior Management/Social Skills O Family Systems O Early Childhood/Preschool J Relevant Research " Critical Research J Other (specify) " Other (specify)

Session Coordinator Title Session Coordinator Title Address Address City/State/Zip City/State/Zip Home Phone -/

_ Work Phone / Home Phone / Work Phone

Participant Title Participant Title Address_ Address City/State/Zip City/State/Zip Home Phone / Work Phone / Home Phone / Work Phone /

If this proposal is accepted, I agree to make the presentation at the assigned time. I understand that acceptance of the proposal does not exempt participants from paying conference fees. I further understand that any audiovisual equipment used in the presentation, other than an overhead projector, will be the responsibility of the participants.

Signature of Session Coordinator Signature of CLD Chapter President (if applicable)

Send THREE copies of the Program Proposal Cover Sheet and the detailed description, along with TWO self-addressed, stamped envelopes to: Jerry Ammer, Program Chair, Council for Learning Disabilities, P.O. Box 40303, Overland Park, Kansas 66204.

Proposals must be postmarked no later than January 15, 1992.




operational definitions and learning disabilities || front matter

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