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Journal of Learning Disabilities
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What Happens During Instruction

Is Any Metaphor Necessary?

Thomas E. Scruggs

Thomas E. Scruggs, PhD, is a professor of special education at Purdue University. His research interests include learning and memory, science education, teacher attitudes, and inclusion issues.

Margo A. Mastropieri

Margo A. Mastropieri, PhD, is a professor of special education at Purdue University. Her research interests include teacher effectiveness, learning and memory, science education, and quantitative research synthesis. Address: Thomas E. Scruggs, Department of Educational Studies, 1446 LAEB, 5th Floor, Purdue University, West Lafayette, IN 47907-1446

This article provides a response to Stone's review and analysis of the scaffolding metaphor as it is applied to research applications for students with learning disabilities. We propose that, to advance the field of instructional research with students with learning disabilities, all available literature should be used when interpreting findings for instructional procedures for students with learning disabilities. Only when all of the intervention research literature in learning disabilities is examined can reliable conclusions be drawn regarding the efficacy of instructional procedures.

Journal of Learning Disabilities, Vol. 31, No. 4, 404-408 (1998)
DOI: 10.1177/002221949803100410
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