To understand the concept of the Cyclical-Learning Model a reflection on the traditional linear, cumulative approach is required. First, the linear teaching model, which is the most common academic teaching model, implies that information is presented in some logical format in a start to finish fashion. This technique was enhanced to included the concept of cumulative learning, which implies that information presented at a previous point is used to emphasize or build on new concepts or information. This learning  model was found to enhance the performance of students, including students with learning disabilities. 

However, the linear, cumulative learning model has its downside in that it does not promote or ensure the long-term retention and fluency of skills. So while the addition of cumulative instruction may assist a child with a learning disability make progress, the progress is often short lived. 

The Cyclical-Learning Model addresses the retention short-fall of previous models by ensuring that skills are not just taught, but that they are re-taught as needed. While this may seem an obvious addition to any learning model, its actually implementation is not easy and not always possible in traditional learning environments.

For example, the implementation of the Cyclical-Learning Model in reading requires that all skills, whether vowel fluency, rule fluency or sight word fluency, be tracked for fluency individually over several months and often times several years. This is because a person with a learning disability will often achieve fluency in an skill and/or word, but then lose fluency over time. The linear, cumulative model does nothing to address this loss of fluency. The Cyclical-Learning Model, however, does address this through intensive tracking and retesting, pickup on the loss of fluency. When a loss of fluency is detected the skill is re-taught as part of a continuously updating intervention plan.

The implications of the Cyclical-Learning Model are many and often conflict with traditional educational learning environments such as schools and short-term learning programs. This is because there is no "predictable" end to a student's program. While this may seem contradictory to the notion that this model should improve a student's progress, it is not. What it means is that while predicting through pre-established goals when a student will achieve long-term retention in a given skill  is not possible, the fact that the model is being used significantly improves the chances that such long term retention will in fact occur.

The Cyclical-Learning Model, however, does not ensure quality per-say. This is where the implementation of a Clinical Process takes over.