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This newest addition to the Essentials series presents the latest research and information from leading scholars and researchers in the field of learning disabilities. With multiple perspectives spanning several different theoretical orientations and offering several different approaches to SLD identification-from RTI methods to cognitive strengths and weaknesses approaches-this volume offers step-by-step information on accurately identifying learning disabilities. This is essential reading for professionals who work with children and youth who may be at risk for learning disabilities.
Dawn P. Flanagan, PhD, is Professor of Psychology and Director of the School Psychology Training Programs at St. John's University in Jamaica, New York, and Clinical Assistant Professor at the Yale Child Study Center, School of Medicine. She is the coauthor of several popular books in the Essentials series, including Essentials of WISC-IV Assessment, Second Edition, published by Wiley. Vincent C. Alfonso, PhD, is Professor and Associate Dean for Academic Affairs in the Graduate School of Education at Fordham University, New York, New York. He is coauthor with Dawn Flanagan of Essentials of Cross-Battery Assessment and The Achievement Test Desk Reference: A Guide to Learning Disability Identification, now both in their second editions and published by Wiley.
Table of Contents
|Series Preface||p. xvii|
|Overview of Specific Learning Disabilities||p. 1|
|How SLD Manifests in Reading||p. 21|
|How SLD Manifests in Mathematics||p. 43|
|How SLD Manifests in Writing||p. 65|
|How SLD Manifests in Oral Expression and Listening Comprehension||p. 89|
|A Response to Intervention (RTI) Approach to SLD Identification||p. 115|
|The Discrepancy/Consistency Approach to SLD Identification Using the PASS Theory||p. 145|
|RTI and Cognitive Hypothesis Testing for Identification and Intervention of Specific Learning Disabilities: The Best of Both Worlds||p. 173|
|Evidence-Based Differential Diagnosis and Treatment of Reading Disabilities With and Without Comorbidities in Oral Language, Writing, and Math: Prevention, Problem-Solving Consultation, and Specialized Instruction||p. 203|
|A CHC-based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods||p. 233|
|Separating Cultural and Linguistic Differences (CLD) From Specific Learning Disability (SLD) in the Evaluation of Diverse Students: Difference or Disorder?||p. 299|
|Annotated Bibliography||p. 371|
|About the Editors||p. 375|
|About the Contributors||p. 377|
|Author Index||p. 379|
|Subject Index||p. 397|
|Table of Contents provided by Ingram. All Rights Reserved.|