LEARNING DISABILITIES: HISTORICAL PERSPECTIVES

By D. Hallahan. 2002

99 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d9588ba6982b974cf52db7f496e9eb16ac86c805

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. K. Kavale
2. J. Doolittle
3. J. Holdnack
4. M. Mostert
5. Renée Bradley
6. L. Danielson
7. Lucinda S. Spaulding
8. Andrea P. Beam

Citations in the corpus

• Responsiveness to Intervention: 1997 to 2007 (2007, background): “…iveness to Intervent ion important both practically and theoretically for the field of SLD—which historically has concentrated more on the search for the specific condition of SLD and its cause than on intervention effectiveness (Bradley, Danielson, & Doolittle, 2005; Ysseldyke, 2002).”
• Responsiveness to Intervention and the Identification of Specific Learning Disability: A Critique and Alternative Proposal (2005, background): “The history of SLD shows that the original concept evolved from much more than a reading problem that resists treatment (Hallahan & Mercer, 2002).”
• Is Brain Gym® an Effective Educational Intervention? (2010, background): “Although few subscribe to theories of cerebral dominance today (Hallahan & Mercer, 2001), this theory persists as a foundation for Brain Gym® activities.”