LANGUAGE-LEARNING DISABILITIES - MOVING IN FROM THE EDGE

Current thinking about language, learning, and literacy connections ar e discussed. A number of themes frame the article to make the relation s between language disorders and learning disabilities explicit: liter acy as a part of language learning, understanding text and written lan guage modes, the ''metas'' in language and cognition, and maintaining a clinical focus in classroom contexts and beyond. A forum section inc ludes the observations of four researcher-clinicians about the status of practice in language learning disabilities.