Handbook of Learning Disabilities

Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed. Best practices are described for supporting student performance in language arts, math, and other content areas. Contributors also identify general principles of effective instruction and review issues in service delivery within response-to-intervention (RTI) frameworks. The book critically examines the concepts and methods that guide LD research and highlights important directions for future investigation.New to This Edition:*Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI.  *Chapters on social cognitive, behavioral genetic, and neurobiological aspects.*Chapters on adolescents and adults with LD.*Chapters on spelling instruction, history instruction, and classroom technology applications.*Chapter synthesizing 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis.

List of contents

I. Foundations and Current Perspectives1. Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities, H. Lee Swanson, Karen R. Harris, and Steve Graham2. A Brief History of the Field of Learning Disabilities, Daniel P. Hallahan, Paige C. Pullen, and Devery Ward3. Classification and Definition of Learning Disabilities: A Hybrid Model, Jack M. Fletcher, Karla K. Stuebing, Robin D. Morris, and G. Reid Lyon4. Learning Disabilities and the Law, Cynthia M. Herr and Barbara D. Bateman5. Linguistically Diverse Students' Reading Difficulties: Implications for Models of Learning Disabilities Identification and Effective Instruction, Nonie K. Lesaux and Julie Russ Harris6. Adults with Learning Disabilities: Factors Contributing to Persistence, Noel Gregg7. From FAPE to FEPE: Toward an Excellent Public Education for Children and Youth with Learning Disabilities, Deborah L. Speece, Kimberly Palombo, and Jamey Burho8. The State of the Science in Learning Disabilities: Research Impact on the Field from 2001 to 2011, G. Reid Lyon and Beverly Weiser II. Causes and Behavioral Manifestations9. Attention-Deficit/Hyperactivity Disorder, Executive Function, and Reading Comprehension: Different but Related, Martha B. Denckla, Laura A. Barquero, Esther R. Lindström, Sabrina L. Benedict, Lindsay M. Wilson, and Laurie E. Cutting10. Rapid Automatized Naming and Reading: A Review, George K. Georgiou and Rauno Parrila11. Basic Cognitive Processes and Reading Disabilities, Linda S. Siegel and Silvia Mazabel 12. Memory Difficulties in Children and Adults with Learning Disabilities, H. Lee Swanson and Xinhua Zheng13. Learning Disabilities in Mathematics: Recent Advances, David C. Geary 14. Language Processes: Characterization and Prevention of Language-Learning Disabilities, Mary Beth Schmitt, Laura M. Justice, and Jill M. Pentimonti 15. Social Cognition of Children and Adolescents with Learning Disabilities: Intrapersonal and Interpersonal Perspectives, Michal Al-Yagon and Malka Margalit 16. Behavioral Genetics, Learning Abilities, and Disabilities, Stephen A. Petrill17. Diagnosing and Treating Specific Learning Disabilities in Reference to the Brain's Working Memory System, Virginia W. Berninger and H. Lee SwansonIII. Domain-Specific Instruction/Intervention Research18. Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings, Maureen W. Lovett, Roderick W. Barron, and Jan C. Frijters19. Developing a New Intervention to Teach Text Structure at the Elementary Level, Joanna P. Williams and Lisa S. Pao20. Reading Comprehension for Adolescents with Significant Reading Problems, Sharon Vaughn, Elizabeth Swanson, and Michael Solis21. Instructional Intervention for Students with Mathematics Learning Disabilities, Lynn S. Fuchs, Douglas Fuchs, Robin F. Schumacher, and Pamela M. Seethaler 22. The Writing of Students with Learning Disabilities, Meta-Analysis of SRSD Writing Intervention Studies, and Future Directions: Redux, Steve Graham, Karen R. Harris, and Debra McKeown23. Classroom Spelling Interventions for Students with Learning Disabilities, T. F. McLaughlin, Kimberly P. Weber, and K. Mark Derby24. Science and Social Studies, Thomas E. Scruggs and Margo A. Mastropieri25. History Instruction for Students with Learning Disabilities, Cynthia M. Okolo and Ralph P. Ferretti IV. General Instructional Models26. Direct Instruction as Eo nomine and Contronym: Why the Right Words and the Details Matter, Edward J. Kame'enui, Hank Fien, and Jaan Korgesaar27. Cooperative Learning for Students with Learning Disabilities: Advice and Caution Derived from the Evidence, Rollanda E. O'Connor and Joseph R. Jenkins28. Data-Based Individualization as a Means of Providing Intensive Instruction to Students with Serious Learning Disorders, Douglas Fuchs, Kristen L. McMaster, Lynn S. Fuchs, and Stephanie Al Otaiba29. The Sociocultural Model as a Framework in Instructional Intervention Research, Carol Sue Englert and Troy Mariage30. Technology Applications for Improving Literacy: A Review of Research, Charles A. MacArthurV. Measurement and Methodology 31. Design for Learning Disabilities Experimental and Quasi-Experimental Research, Victor L. Willson and William H. Rupley32. Single-Case Design Intervention Research: Applications in the Learning Disabilities Field, Thomas R. Kratochwill, Margaret R. Altschaefl, Brittany J. Bice, and Jacqueline M. Kawa33. Meta-Analysis of Research on Children with Learning Disabilities, H. Lee Swanson34. Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia, Sally E. Shaywitz and Bennett A. Shaywitz35. "Taking a Handful of World": Qualitative Research in Learning Disabilities, Brooke Moore, Janette Klingner, and Beth Harry

About the author

H. Lee Swanson, PhD, is Distinguished Professor of Educational Psychology/Special Education and holds an endowed chair at the University of California, Riverside. He is Editor-in-Chief of the Journal of Learning Disabilities and was the founding editor of Learning and Individual Differences. Widely published, Dr. Swanson has received research awards from the American Educational Research Association, the International Academy for Research in Learning Disabilities, and the Council for Learning Disabilities. His primary research interests are in the areas of intelligence, memory, mathematics, reading, and dynamic assessment as they apply to children with LD.

Karen R. Harris, EdD, is Regents Professor Emeritus and the former Mary Emily Warner Endowed Professor of Education at Arizona State University, and a former general and special education teacher. Her research focuses on theoretically based interventions for the development of academic and self-regulation abilities among at-risk students and those with disabilities, as well as effective models of inservice teacher preparation for writing instruction for all students. She developed the Self-Regulated Strategy Development model of strategies instruction. The former editor of the Journal of Educational Psychology, Dr. Harris is coauthor or coeditor of several books and over 200 peer-reviewed publications. She is a recipient of the Distinguished Researcher Award for special education research from the American Educational Research Association and the Career Research Award from the International Council for Exceptional Children. She is President of Division 15 (Educational Psychology) of the American Psychological Association and has served as President of the Division for Research of the Council for Exceptional Children.

Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Second Edition; and is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman-Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the American Educational Research Association (AERA), and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He is a fellow of the AERA and the International Academy for Research in Learning Disabilities.

Summary

Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed.

Additional text

An exceptionally solid and comprehensive volume from leading scholars in the field. The second edition presents major research findings characterized by increased scientific rigor and an integrative perspective, bringing together neuroscience, genetics, and behavior. Chapters consistently rely on an operational definition of learning disabilities that does not reflect discrepancy notions. This handbook should be required reading for school psychologists, graduate students, and LD researchers.--James E. Ysseldyke, PhD, Birkmaier Professor, Department of Educational Psychology, University of MinnesotaSwanson, Harris, and Graham offer a comprehensive examination of LD that reflects the multidisciplinary nature of the field. They bring together researchers whose work addresses conceptual, neurological, instructional, and methodological trends and issues. The second edition provides up-to-date coverage of legal aspects of service delivery, as well as notable new chapters on single-case designs, the state of the science in LD, adults with LD, and more. This volume is well suited as a course text or professional reference.--Diane Pedrotty Bryant, PhD, Department of Special Education and Meadows Center for Preventing Educational Risk, University of Texas at AustinThe chapters in this volume offer an authoritative summary and analysis of core issues related to theory and practice in the LD field. The book should be required reading for all advanced students in the field. It is an indispensable graduate text and resource for scholars.--C. Addison Stone, PhD, School of Education (Emeritus), University of MichiganThe Handbook has been the go-to source for a reliable, scholarly, in-depth treatment of major topics in the LD field for the past decade. Much has changed during this period, however, and the second edition is timely and welcome. New topics such as RTI and computer-based approaches to instruction are introduced and older topics--such as the preeminence of phonologic processing in successful reading--are revisited. This volume is an essential addition to the reference libraries of advanced students and clinical professionals alike.--Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s Hospital and Harvard Medical School-This handbook is a useful resource for both those who are experienced in the field as well as those who are new to it. It is an excellent reference for any practitioner's library since it provides such a thorough overview of the LD field, and it would also serve well as a text for an introductory course in LD in teacher training programs.--Educational Review, 4/29/2004ƒƒSwanson, Harris, and Graham accomplish an impressive feat with their handbook. They compile chapters by the most preeminent scholars in the field to create a text that is both comprehensive and accessible.--Education Libraries, 9/21/2012ƒƒThis volume provides a remarkable articulation of the LD field as both legitimate and worthy of study. Summing Up: Essential. Upper-division undergraduates and above.--Choice, 10/3/2003ƒƒThis text is a gathering of the great minds on learning disability....It should be present in every university library and will prove a very worthy text for postgraduate courses on learning disability....Excellent.--Australian Journal of Learning Disabilities, 12/3/2004

Report

"An exceptionally solid and comprehensive volume from leading scholars in the field. The second edition presents major research findings characterized by increased scientific rigor and an integrative perspective, bringing together neuroscience, genetics, and behavior. Chapters consistently rely on an operational definition of learning disabilities that does not reflect discrepancy notions. This handbook should be required reading for school psychologists, graduate students, and LD researchers."--James E. Ysseldyke, PhD, Birkmaier Professor, Department of Educational Psychology, University of Minnesota"Swanson, Harris, and Graham offer a comprehensive examination of LD that reflects the multidisciplinary nature of the field. They bring together researchers whose work addresses conceptual, neurological, instructional, and methodological trends and issues. The second edition provides up-to-date coverage of legal aspects of service delivery, as well as notable new chapters on single-case designs, the state of the science in LD, adults with LD, and more. This volume is well suited as a course text or professional reference."--Diane Pedrotty Bryant, PhD, Department of Special Education and Meadows Center for Preventing Educational Risk, University of Texas at Austin"The chapters in this volume offer an authoritative summary and analysis of core issues related to theory and practice in the LD field. The book should be required reading for all advanced students in the field. It is an indispensable graduate text and resource for scholars."--C. Addison Stone, PhD, School of Education (Emeritus), University of Michigan "The Handbook has been the go-to source for a reliable, scholarly, in-depth treatment of major topics in the LD field for the past decade. Much has changed during this period, however, and the second edition is timely and welcome. New topics such as RTI and computer-based approaches to instruction are introduced and older topics--such as the preeminence of phonologic processing in successful reading--are revisited. This volume is an essential addition to the reference libraries of advanced students and clinical professionals alike."--Deborah P. Waber, PhD, Department of Psychiatry, Boston Children's Hospital and Harvard Medical School

Product details

• Assisted by: Steve Graham (Editor), Steve (Arizona State University Graham (Editor), Steve (Mary Lou Fulton Teachers College Graham (Editor), Steve (Steve Graham Graham (Editor), Graham Steve (Editor), Karen R Harris (Editor), Karen R. Harris (Editor), Karen R. (Arizona State University Harris (Editor), Karen R. (Mary Lou Fulton Teachers College Harris (Editor), Harris Karen R. (Editor), H Lee Swanson (Editor), H. Lee Swanson (Editor), H. Lee (Distinguished Professor Emeritus of Educational Psychology Swanson (Editor), H. Lee (University of British Columbia Swanson (Editor), H. Lee (University of New Mexico Swanson (Editor), Swanson H. Lee (Editor)
• Publisher: KNV Besorgung
• Languages: English
• Product format: Book
• Released: 31.10.2016
• EAN: 9781462518685
• ISBN: 978-1-4625-1868-5
• No. of pages: 716
• Subjects: Humanities, art, music > Education > General, dictionaries; Natural sciences, medicine, IT, technology > Medicine > Clinical medicine; PSYCHOLOGY / Clinical Psychology, Clinical psychology