In the practice section: The purpose of this section is to actually do all the things said would be done. Need to demonstrate level of understanding by reporting on specific findings related to the focus research question. Do not compare different studies. Instead incorporate course content, aka a theory by applying to specific findings and explaining the connection.

RESEARCH QUESTION: the association between teacher-child interactions with children with LD and later self-esteem development.

Constructing a literature review is akin to building a house, with each section of the review representing a different "floor" in the structure. This metaphor is particularly apt when discussing complex topics like the impact of learning disabilities on children's self-esteem, where a layered, multi-faceted approach is necessary to understand the subject thoroughly. Let's break down the earlier proposed outline, expanding each part to create a comprehensive analysis.

Attic (Introduction): The introduction in the "attic" of our metaphorical house offers an overview and sets the stage for the following in-depth discussion. In this case, the introduction would provide a broad overview of how learning disabilities impact children's self-esteem. The focus would be on explaining why this topic is important and how it affects the development and well-being of children. This section will also introduce the primary research question: How do learning disabilities impact children's self-esteem? It's essential to establish this question early, as it guides the direction of the entire review.

Second Floor (Main Point 1): Descending to the second floor, we delve into the specifics, starting with the study by Raviv and Stone (1991). This "room" in our house would elaborate on their findings that factors like classification, consequences of academic failure, and cognitive deficits associated with the disease contribute to poor self-esteem in children with learning disabilities. This section should include a detailed analysis and critique of their methodology, findings, and implications.

The following "room" explores the daily challenges faced by children with learning disabilities in school settings. Here, we'd discuss how these challenges, like struggling with academic tasks and facing barriers to learning, can lead to low academic self-esteem. This discussion would involve a synthesis of various research findings to paint a comprehensive picture of the school environment's impact on these children.

In the last "room" on this floor, we would examine the concept of self-esteem more broadly. This includes discussing how children with learning disabilities may have different perceptions of their academic abilities and how these perceptions shape their overall self-esteem. This section would benefit from incorporating psychological theories of self-esteem and self-concept, providing a theoretical framework for understanding the empirical data.

First Floor (Main Point 2): On the first floor, we address further research studies, beginning with Smithand's research on the importance of early diagnosis and intervention. This section will analyze how early support can positively influence self-esteem and mitigate the adverse effects of learning disabilities. It's crucial to critique the methodology and sample size of Smithand's study, discussing its strengths and limitations.

The next area of focus is Johnson and Brown's research on the role of a supportive educational environment. This study's findings suggest that such an environment can significantly boost the self-esteem of youths with learning disabilities. However, the study's limitations, such as not considering the influence of family support, should be critically evaluated.

Finally, Davisand's longitudinal study offers a long-term perspective on the issue. This section will discuss how self-esteem in children with learning disabilities evolves and the effectiveness of ongoing support and intervention. The strengths of a longitudinal approach and its limitations will be a key part of this discussion.

Ground Floor (Discussion and Analysis): The ground floor is where we bring together all the information from the floors above and conduct a comparative analysis. This includes evaluating each study, pointing out their positive aspects and limitations, and discussing how they all enhance the comprehension of the influence of learning disabilities on children's self-esteem. This floor is critical for synthesizing all the information and drawing broader conclusions from the research reviewed.

Basement (Conclusion): Finally, we conclude our literature review in the basement. This section summarizes the key findings from the studies reviewed and discusses their implications for practice and future research. It's an opportunity to reflect on the importance of addressing self-esteem issues in children with learning disabilities and suggest further study directions.

Practice Section: In the practice section, we will elaborate on each main point, providing detailed descriptions of the studies and their findings. This section can include critical analysis, comparing and contrasting different studies to provide a comprehensive view of the topic. This section will evolve as more research is conducted and more information becomes available, much like how the furniture in a room might change over time.