Louise Bates Ames

When Children Don't Learn: Understanding the Biology and Psychology of LearnIng Disabilities: Diane McGuinness. New York: Basic Books, 1985, 310 pp.,

About every 10 years the field of learning disabilities needs a comprehensive compilation of research to appear on the market. These compilations provide the field with perspectives of the past and current state of the science in relation to future research and practice issues. In 1975, a two-volume text, Perceptual and Learning Disabilities in Children, edited by Cruickshank and Hallahan, set the framework for researchers to follow during the late 1970s and early 1980s. In 1986, Psychological and Educational Perspectives on Learning Disabilities, edited by Joseph Torgesen and Bernice Wong, has appeared to set the research and practice trends for the next decade. The impact of a book such as that of Cruickshank and Hallahan or Torgesen and Wong depends on the contributions that individual authors make to it. The challenge for the books editors is to select contributors who represent diverse areas of research in the field and who have the credibility to affect the future of learning disabilities through their insightful and creative perceptions. Psychological and Educational Perspectives more than meets this challenge. The list of contributors is impressive, with each author addressing issues in learning disabilities from his or her area of research expertise. The first section of Psychological and Educational Perspectives concerns itself with definition, identification, research methodology, and assessment in learning disabilities. Appropriately, these chapters by Bernice Wong, Gerald Senf, Gerald Tindal, and Doug Marston, not only address the recurring problems that have been encountered with learning disabilities research criteria, but also suggest proactive strategies that could lead to issue clarification. These chapters set the tone of the book as one of inquiry and innovation and outline a concrete research focus that the field would be wise to consider as a mandate for the next decade. The second section of the book addresses characteristics of learning disabled children. This section features chapters addressing (a) the contributions of cognitive processing problems to reading difficulties by Keith Stanovich; (b) the role of language processing and phonological processing in early reading achievement by Virginia Mann; (c) the differential effects of attention problems among learning handicapped children by Antoinette Krupski; (d) the social and interpersonal relationships of learning disabled children by Ruth Pearl, Mavis Donahue, and Tanis Bryan; and (e) the implications of motivational problems for learning disabled children by Barbara Licht and Janet Kistner. Following the tone of the first section, these chapters insightfully and comprehensively review past and current literature and offer creative avenues of inquiry for the future. The final section of the book considers research related to a variety of treatment approaches employed with learning disabled individuals. The section considers treatments that are either fundamental departures from traditional instruction or refinements and updates on ideas that have been in existence for some time. The efficacy of psychostimulant drug use with learning disabled and attention deficit disorders is defended by William Pelham; the correction of academic-based learning disabilities through applied behavior analysis techniques is documented in a research review by Mark Koorland; and a learning strategies model is proposed and empirically supported by Jean Schumaker, Donald Deshler, and Edwin Ellis. Also included in the final section are chapters that consider the implications of applying theoretical or novel approaches to learning disabilities interventions. A chapter by Ellen Bouchard Ryan, Keri Weed, and Elizabeth Short describes cognitive behavior modification as a contributor to active self-regulatory learning style and discusses methodological issues related to its application. Joanna Williams purports the potential value of phonemic analysis in reading instruction and Joseph Torgesen describes the technological advances and benefits of computer-assisted instruction with learning disabled children. The overall strength of Psychological and Educational Perspectives lies in the extensive research reviews provided in each chapter and the manner in which these reviews are used to suggest future research directions. By far the most thought-provoking chapters are those by Wong and Senf, which challenge us to reconsider many of our preconceived notions about learning disabilities. Rather than utilize a research methodology to identify a learning disability, find a strategy for teaching all students labeled learning disabled, and define a learning disability in precise terms, these authors challenge us to view the field of learning disabilities with a plurality of designs, methodologies, instructional strategies, and definitions. In these chapters we are encouraged to examine empirically subgroups of learning disabilities, to address sociological and ecological factors that impact learning disabilities populations, and to recognize that, although much research has been conducted in the name of learning disabilities, much of this research lacks a solid theoretical or empirical basis. The chapters by Wong and Senf provide us with a framework to critically evaluate and review the research and issues presented in the chapters that follow. Although isolated examples of unrenewed research and unaddressed issues are evident in some chapters, the extensiveness and care with which the literature has been examined and future directions posed negate all but the mildest criticism. What took two volumes to present in 1975, is concisely presented in one volume in 1986. For those of us who strive to enhance the field of learning disabilities through our research and practice, Psychological and Educational Perspectives should serve as a required guidebook for improvement. To quote William Pelhams powerful observa-

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* Accepted for publication by Arnold Gesell of the Editorial Board, and received in the Editorial Office on June 9, 1938.

Some Relationships Between Stair Climbing and Prone Progression

This paper presents the case of a boy nearly nine years of age who behaves like a 5 1/2 to 6-year-old, and discusses the question: when a childs behavior fits his bodys age but is far behind what one would expect from his birthday age, must he be considered immature and/or defective? Or can expectations and handling be adapted to his body age and can behavior which fits his body age be considered relatively normal, for him, even though far behind expectation?