WHAT HAPPENS DURING INSTRUCTION - IS ANY METAPHOR NECESSARY

This article provides a response to Stone's review and analysis of the scaffolding metaphor as it is applied to research applications for st udents with learning disabilities. We propose that, to advance the fie ld of instructional research with students with learning disabilities, all available literature should be used when interpreting findings fo r instructional procedures for students with learning disabilities. On ly when all of the intervention research literature in learning disabi lities is examined can reliable conclusions be drawn regarding the eff icacy of instructional procedures.