Abstract
A close examination of theories dominant in the field of learning disabilities in the 1960s showed that the role of theory in learning disabilities research has been unproductive in enhancing our understanding of the causes of learning disabilities. In Part I, general and specific reasons are given to support the stated view. Generally the conceptual frames of these theories appear narrow and inadequate; specifically methodological problems appear to have undermined their heuristic value and restricted their development as viable theories of learning disablities. In Part II, a selective review of current theories in learning disabilities research that show heuristic promise is presented. Through programmatic research they hopefully will bring us closer to understanding the causes of learning disabilities.
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