Toward solving the problems of misidentification and limited intervention efficacy.

The learning disabilities (LD) field has "boxed itself in" and, as a result, is not making satisfactory progress in reducing misdiagnoses and improving intervention efficacy. Evolving trends are not seen as reflecting fundamental changes in thinking and practice. With a view to the future, the position is taken that the field must (1) address causality in differentiating LD from other learning problems, (2) expand prevailing approaches to individualizing instruction so that intrinsic motivation is accounted for in a systematic and comprehensive manner, and (3) move beyond piecemeal programs to implement a fully integrated and coordinated continuum of interventions.