This paper presents a selective review of current alternative conceptualizations of learning disabilities and reading disability. Generally these new frameworks are devoid of the conceptual and methodological problems that plagued the earlier theories of learning disabilities. Altogether they present an exciting array of diverse ways of conceptualizing the causes of learning disabilities. More importantly they hold exciting heuristic promise. Through theory-based and programmatic research, important knowledge will accrue to our understanding of the causes of learning disabilities. This knowledge will enable us to serve the learning disabled more profitably.
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