Although experts agree that various types of learning disabilities do exist, few attempts have been made to classify learning disabled children into subtypes. The editors of this collection feel that the lack of subcategorization has frustrated previous research efforts to obtain a generalizable body of knowledge in the field. To meet this critical need for definitive information, this book presents basic reviews and theoretical approaches used to subtype learning disabled children -- ranging from a behavior genetics approach to a dimensional approach. It also demonstrates actual research methods utilizing theoretical approaches.

Contents: Part I:Theoretical and Conceptual Issues in Subtyping.L.V. Feagans, J.D. McKinney, Subtypes of Learning Disablities: A Review. D.L. Speece, D.H. Cooper, Retreat, Regroup, or Advance? An Agenda for Empirical Classification Research in Learning Disabilities. J.W. Hagen, G. Kamberelis, S. Segal, A Dimensional Approach to Cognition and Academic Performance in Children with Medical Problems or Learning Difficulties. R. Plomin, A Behavioral Genetic Approach to Learning Disabilities and Their Subtypes. Part II:Current Research on Subtyping.R.K. Olson, J.P. Rack, F.A. Conners, J.C. DeFries, D.W. Fulker, Genetic Etiology of Individual Differences in Reading Disablility. M. Pressley, Can Learning-disabled Children Become Good Information Processors? How Can We Find Out? L. Meltzer, Problem-solving Strategies and Academic Performance in Learning-disabled Students: Do Subtypes Exist? S.R. Morrison, L.S. Siegel, Arithmetic Disablility: Theoretical Considerations and Empirical Evidence for This Subtype. H.L. Swanson, A Subgroup Analysis of Learning-disabled and Skilled Readers' Working Memory: In Search of a Model for Reading Comprehension. J.K. Torgesen, Subtypes as Prototypes: Extended Studies of Rationally Defined Extreme Groups.