LD Blog

Mel Levine’s publications about Learning Disabilities—”learning differences” in his parlance—are immensely popular, his campaigns are well financed, and his view is seductively appealing. But, his approach has not gained support among the academics with whom I associate. Why? What’s the matter with it?

Daniel Willingham, about whose work I’ve commented admiringly in previous posts, has turned his laser-sharp analysis on Dr. Levine’s theory and practical recommendations. Professor Willingham does not mince words.

Levine’s broad-strokes account of the mind agrees with that of most researchers (and for that matter, with the observant layman): there is a memory system, an attention system, and so on. But it’s the detailed structure Levine claims to see within each of those systems that really drives his proposed treatments for disabled children, and on those details Levine is often wrong. The second question one should ask is, Does the evidence indicate that his proposed treatments help? The answer is that there is no evidence, positive or negative, as to whether or not the program helps kids. Given the inaccurate description of the mind on which it is based, however, it seems unlikely that it will prove particularly effective.

In my view, Willingham’s analysis is quite strong. I’ll talk with him about my reservations, but I have no reservation about recommending his review of Dr. Levine’s recommendations. Teachers of students with LD, please read it. Parents, please read it and don’t be taken in by this balogna. Professors, have your students read it. Spread the word.

Here’s a link to Professor Willingham’s analysis. Alternatively, one can download a PDF of the article.