The identification of poor readers as ?learning disabled? can be the first of many steps toward consigning students to a lifetime of reading failure. The very label that is meant to help children often becomes a burden that works against effective learning throughout their schooling.In this book, the authors identify the dangers of labeling childre
This book identifies the dangers of labeling children as reading or learning disabled, contending that a "reading disability" is not a unitary phenomenon. It presents a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans.
