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First Published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.
List of contents
PART I: MICROLEVEL COGNITIVE ASPECTS OF LEARNING DISABILITIES,
Chapter 1. An Information-Processing framework for Understandlng Reading Disability, Chapter 2. The Nature of Reading Disability: Toward an Integrative Framework, Chapter 3. In Search of the Attentional Deficit, Chapter 4. An Interactive Model of Strategic Processing, Commentary: How Shall We Conceptualize the Language Problem of Learning-Disabled Children?, PART II: MACROLEVEL COGNITIVE ASPECTS OF LEARNING DISABILITIES, Chapter 5. Patterns of Motivation and Reading Skills In Underachieving Children, Chapter 6. Metacognltlon, Motivation, and Controlled Performance, Chapter 7. Elaborative Learning Strategies for the Inefficient Learner, Commentary: The Four Ms - Memory Strategies, Metastrategies, Monitoring and Motivation, PART III: SOCIOEMOTIONAL ASPECTS OF LEARNING DISABILITIES, Chapter 8. Affect and Cognition In Learning Disabilities, Chapter 9. Psychosocial Aspects of Learning Disabilities, Chapter 10. Social Cognitive Factors In Learning-Disabled Children's Social Problem, Commentary: Socioemotlonal Factors In Learning Disabilities, PART IV: NEUROPSYCHOLOGICAL ASPECTS OF LEARNING DISABILITIES, Chapter 11. Natural Histories In Learning Disabilities: Neuropsychological Difference I Environmental Demand, Chapter 12. Learning Disability With and Without Attention Deficit Disorder, Chapter 13. Event-Related Potentials of RDs During Memory Scanning, Commentary: Brain Function and Learning Disabilities, Author Index, Subject Index
About the author
S.J. Ceci , Stephen J. Ceci
Summary
First Published in 1986. This is the companion volume to the Handbook of Cognitive, Social, and Neuropsychological Aspects of Learning Disabilities-Vol. 1. As such, it is a continuation of the theme and approach taken in the first volume. There are four thematic sections, comprised of three to four chapters each, dealing with cognitive (micro-level and macro-level), social, and neurological characteristics of learning-disabled individuals.
