Handbook of Learning Disabilities, First Edition - Softcover

4.11

19 ratings by Goodreads

9781593853037: Handbook of Learning Disabilities, First Edition

Softcover

ISBN 10: 1593853033 ISBN 13: 9781593853037

Publisher: The Guilford Press, 2005

This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 years. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas--including language arts, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.

"synopsis" may belong to another edition of this title.

About the Author:

H. Lee Swanson, PhD, is Distinguished Professor and holds an endowed chair at the University of California, Riverside. He did his doctoral studies at the University of New Mexico and his postdoctoral work at University of California, Los Angeles. Dr. Swanson was recently awarded a large U.S. Department of Education grant, which provides support for a longitudinal study of working memory in children with and without math disabilities. He served as Editor of Learning Disability Quarterly for 10 years, and has also published over 200 articles, 13 books, and 30 chapters.

Karen R. Harris, PhD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University. She has taught kindergarten and fourth-grade students, as well as elementary and secondary students with ADHD, learning disabilities, and behavioral/emotional difficulties. Dr. Harris's research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students with ADHD, learning disabilities, and other challenges. Author of over 100 scholarly publications, she is Editor of the Journal of Educational Psychology. She is past president of the Division for Research of the Council for Exceptional Children.

Steve Graham, PhD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University. Previously, he was Professor of Special Education at the University of Maryland, College Park. He received his doctoral degree from the University of Kansas. Following the completion of his doctorate, he was a member of the special education faculties at Auburn University and Purdue University. Dr. Graham's research has focused primarily on identifying the factors that contribute to the development of writing difficulties; the development and validation of effective procedures for teaching planning, revising, and the mechanics of writing to struggling writers; and the use of technology to enhance writing performance and development. One outcome of this focus has been the development of an instructional approach in writing, known as Self-Regulated Strategy Development (SRSD), which provides a powerful way to assist students in the development of higher-level cognitive processes involved in written language, the capability to monitor and manage their own writing, and positive attitudes about writing and themselves as writers. Dr. Graham is the author of more than 150 scholarly publications and coauthor of several books.

Part I. Foundations and Current Perspectives
1. Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities
H. Lee Swanson, Karen R. Harris, and Steve Graham
2. A Brief History of the Field of Learning Disabilities
Daniel P. Hallahan and Devery R. Mock
3. Classification and Definition of Learning Disabilities: An Integrative Perspective
Jack M. Fletcher, Robin D. Morris, and G. Reid Lyon
4. Learning Disabilities and the Law
Cynthia M. Herr and Barbara D. Bateman
5. Learning Disability as a Discipline
Kenneth A. Kavale and Steven R. Forness
6. English-Language Learners with Learning Disabilities
Russell Gersten and Scott Baker
7. Searching for the Most Effective Service Delivery Model for Students with Learning Disabilities
Naomi Zigmond

Part II. Causes and Behavioral Manifestations
8. Attention: Relationships between Attention-Deficit/Hyperactivity Disorder and Learning Disabilities
Laurie E. Cutting and Martha Bridge Denckla
9. RAN's Contribution to Understanding Reading Disabilities
Patricia Greig Bowers and Galit Ishaik
10. Basic Cognitive Processes and Reading Disabilities
Linda S. Siegel
11. Memory Difficulties in Children and Adults with Learning Disabilities
H. Lee Swanson and Leilani Saez
12. Learning Disabilities in Arithmetic: Problem-Solving Differences and Cognitive Deficits
David C. Geary
13. Language Processes: Keys to Reading Disability
Virginia A. Mann
14. Self-Concept and Students with Learning Disabilities
Batya Elbaum and Sharon Vaughn
15. Neurological Correlates of Reading Disabilities
Carlin J. Miller, Juliana Sanchez, and George W. Hynd
16. Genetic Influences on Reading and Writing Disabilities
Jennifer B. Thomson and Wendy H. Raskind

Part III. Effective Instruction
17. Effective Remediation of Word Identification and Decoding Difficulties in School-Age Children with Reading Disabilities
Maureen W. Lovett, Roderick W. Barron, and Nancy J. Benson
18. Teaching Text Structure to Improve Reading Comprehension
Joanna P. Williams
19. Enhancing the Mathematical Problem Solving of Students with Mathematics Disabilities
Lynn S. Fuchs and Douglas Fuchs
20. Students with Learning Disabilities and the Process of Writing: A Meta-Analysis of SRSD Studies
Steve Graham and Karen R. Harris
21. Preventing Written Expression Disabilities through Early and Continuing Assessment and Intervention for Handwriting and/or Spelling Problems: Research into Practice
Virginia W. Berninger and Dagmar Amtmann
22. Science and Social Studies
Thomas E. Scruggs and Margo A. Mastropieri

Part IV. Formation of Instructional Models
23. Cognitive Strategies Instruction Research in Learning Disabilities
Bernice Y. L. Wong, Karen R. Harris, Steve Graham, and Deborah L. Butler
24. Direct Instruction
Gary Adams and Doug Carnine
25. Cooperative Learning for Students with Learning Disabilities: Evidence from Experiments, Observations, and Interviews
Joseph R. Jenkins and Rollanda E. O'Connor
26. Identifying Children at Risk for Reading Failure: Curriculum-Based Measurement and the Dual-Discrepancy Approach
Douglas Fuchs, Lynn S. Fuchs, Kristen N. McMaster, and Stephanie Al Otaiba
27. The Sociocultural Model in Special Education Interventions: Apprenticing Students in Higher-Order Thinking
Carol Sue Englert and Troy Mariage

Part V. Methodology
28. Exploratory and Confirmatory Methods in Learning Disabilities Research
Robert D. Abbott, Dagmar Amtmann, and Jeff Munson
29. Designs for Applied Educational Research
Jean B. Schumaker and Donald D. Deshler
30. The Methods of Cluster Analysis and the Study of Learning Disabilities
Deborah L. Speece
31. Neurobiological Indices of Dyslexia
Sally E. Shaywitz and Bennett A. Shaywitz
32. What Have We Learned about Learning Disabilities from Qualitative Research?: A Review of Studies
Charles MacArthurPart I. Foundations and Current Perspectives
1. Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities
H. Lee Swanson, Karen R. Harris, and Steve Graham
2. A Brief History of the Field of Learning Disabilities
Daniel P. Hallahan and Devery R. Mock
3. Classification and Definition of Learning Disabilities: An Integrative Perspective
Jack M. Fletcher, Robin D. Morris, and G. Reid Lyon
4. Learning Disabilities and the Law
Cynthia M. Herr and Barbara D. Bateman
5. Learning Disability as a Discipline
Kenneth A. Kavale and Steven R. Forness
6. English-Language Learners with Learning Disabilities
Russell Gersten and Scott Baker
7. Searching for the Most Effective Service Delivery Model for Students with Learning Disabilities
Naomi Zigmond

Part II. Causes and Behavioral Manifestations
8. Attention: Relationships between Attention-Deficit/Hyperactivity Disorder and Learning Disabilities
Laurie E. Cutting and Martha Bridge Denckla
9. RAN's Contribution to Understanding Reading Disabilities
Patricia Greig Bowers and Galit Ishaik
10. Basic Cognitive Processes and Reading Disabilities
Linda S. Siegel
11. Memory Difficulties in Children and Adults with Learning Disabilities
H. Lee Swanson and Leilani Saez
12. Learning Disabilities in Arithmetic: Problem-Solving Differences and Cognitive Deficits
David C. Geary
13. Language Processes: Keys to Reading Disability
Virginia A. Mann
14. Self-Concept and Students with Learning Disabilities
Batya Elbaum and Sharon Vaughn
15. Neurological Correlates of Reading Disabilities
Carlin J. Miller, Juliana Sanchez, and George W. Hynd
16. Genetic Influences on Reading and Writing Disabilities
Jennifer B. Thomson and Wendy H. Raskind

Part III. Effective Instruction
17. Effective Remediation of Word Identification and Decoding Difficulties in School-Age Children with Reading Disabilities
Maureen W. Lovett, Roderick W. Barron, and Nancy J. Benson
18. Teaching Text Structure to Improve Reading Comprehension
Joanna P. Williams
19. Enhancing the Mathematical Problem Solving of Students with Mathematics Disabilities
Lynn S. Fuchs and Douglas Fuchs
20. Students with Learning Disabilities and the Process of Writing: A Meta-Analysis of SRSD Studies
Steve Graham and Karen R. Harris
21. Preventing Written Expression Disabilities through Early and Continuing Assessment and Intervention for Handwriting and/or Spelling Problems: Research into Practice
Virginia W. Berninger and Dagmar Amtmann
22. Science and Social Studies
Thomas E. Scruggs and Margo A. Mastropieri

Part IV. Formation of Instructional Models
23. Cognitive Strategies Instruction Research in Learning Disabilities
Bernice Y. L. Wong, Karen R. Harris, Steve Graham, and Deborah L. Butler
24. Direct Instruction
Gary Adams and Doug Carnine
25. Cooperative Learning for Students with Learning Disabilities: Evidence from Experiments, Observations, and Interviews
Joseph R. Jenkins and Rollanda E. O'Connor
26. Identifying Children at Risk for Reading Failure: Curriculum-Based Measurement and the Dual-Discrepancy Approach
Douglas Fuchs, Lynn S. Fuchs, Kristen N. McMaster, and Stephanie Al Otaiba
27. The Sociocultural Model in Special Education Interventions: Apprenticing Students in Higher-Order Thinking
Carol Sue Englert and Troy Mariage

Part V. Methodology
28. Exploratory and Confirmatory Methods in Learning Disabilities Research
Robert D. Abbott, Dagmar Amtmann, and Jeff Munson
29. Designs for Applied Educational Research
Jean B. Schumaker and Donald D. Deshler
30. The Methods of Cluster Analysis and the Study of Learning Disabilities
Deborah L. Speece
31. Neurobiological Indices of Dyslexia
Sally E. Shaywitz and Bennett A. Shaywitz
32. What Have We Learned about Learning Disabilities from Qualitative Research?: A Review of Studies
Charles MacArthur

"About this title" may belong to another edition of this title.