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Handbook of Learning Disabilities, First Edition,9781572308510
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Handbook of Learning Disabilities, First Edition

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The Guilford Press
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  • Handbook of Learning Disabilities, Second Edition
    Handbook of Learning Disabilities, Second Edition


Over the past 20 years, major theoretical, methodological, and instructional advances have altered the landscape of learning disability research and practice. Bringing the field thoroughly up to date, the Handbook of Learning Disabilities provides an authoritative review of what is known and what still remains to be discovered in this rapidly evolving area. Leading investigators discuss their own and others' influential research, synthesizing a vast body of knowledge on the nature of learning disabilities, their causes, and how students with these difficulties can be identified and helped to succeed. A unique contribution to the contemporary literature, this is an indispensable reference for scholars, students, and practitioners.

Author Biography

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 Distinguished Scholar, Teacher and Professor of Special Education at the University of Maryland, College Park. 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 and codirector of the federally funded Center for Accelerating Student Learning in collaboration with Vanderbilt and Columbia Universities. She is also a past president and Awards Committee Chair of the Division for Research of the Council for Exceptional Children.

Steve Graham, PhD, is 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, before moving to his present position at the University of Maryland. 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.

Table of Contents

Part I. Foundations and Current Perspectives
Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities
H. Lee Swanson
Karen R. Harris
Steve Graham
A Brief History of the Field of Learning Disabilities
Daniel P. Hallahan
Devery R. Mock
Classification and Definition of Learning Disabilities: An Integrative Perspective
Jack M. Fletcher
Robin D. Morris
G. Reid Lyon
Learning Disabilities and the Law
Cynthia M. Herr
Barbara D. Bateman
Learning Disability as a Discipline
Kenneth A. Kavale
Steven R. Forness
English-Language Learners with Learning Disabilities
Russell Gersten
Scott Baker
Searching for the Most Effective Service Delivery Model for Students with Learning Disabilities
Naomi Zigmond
Part II. Causes and Behavioral Manifestations
Attention: Relationships between Attention-Deficit Hyperactivity Disorder and Learning Disabilities
Laurie E. Cutting
Martha Bridge Denckla
RAN's Contribution to Understanding Reading Disabilities
Patricia Greig Bowers
Galit Ishaik
Basic Cognitive Processes and Reading Disabilities
Linda S. Siegel
Memory Difficulties in Children and Adults with Learning Disabilities
H. Lee Swanson
Leilani Saez
Learning Disabilities in Arithmetic: Problem-Solving Differences and Cognitive Deficits
David C. Geary
Language Processes: Keys to Reading Disability
Virginia A. Mann
Self-Concept and Students with Learning Disabilities
Batya Elbaum
Sharon Vaughn
Neurological Correlates of Reading Disabilities
Carlin J. Miller
Juliana Sanchez
George W. Hynd
Genetic Influences on Reading and Writing Disabilities
Jennifer B. Thomson
Wendy H. Raskind
Part III. Effective Instruction
Effective Remediation of Word Identification and Decoding Difficulties in School-Age Children with Reading Disabilities
Maureen W. Lovett
Roderick W. Barron
Nancy J. Benson
Teaching Text Structure to Improve Reading Comprehension
Joanna P. Williams
Enhancing the Mathematical Problem Solving of Students with Mathematics Disabilities
Lynn S. Fuchs
Douglas Fuchs
Students with Learning Disabilities and the Process of Writing: A Meta-Analysis of SRSD Studies
Steve Graham
Karen R. Harris
Preventing Written Expression Disabilities through Early and Continuing Assessment and Intervention for Handwriting and/or Spelling Problems: Research into Practice
Virginia W. Berninger
Dagmar Amtmann
Science and Social Studies
Thomas E. Scruggs
Margo A. Mastropieri
Part IV. Formation of Instructional Models
Cognitive Strategies Instruction Research in Learning Disabilities
Bernice Y. L. Wong
Karen R. Harris
Steve Graham
Deborah L. Butler
Direct Instruction
Gary Adams
Douglas Carnine
Cooperative Learning for Students with Learning Disabilities: Evidence from Experiments, Observations, and Interviews
Joseph R. Jenkins
Rollanda E. O'Connor
Identifying Children at Risk for Reading Failure: Curriculum-Based Measurement and the Dual-Discrepancy Approach
Douglas Fuchs
Lynn S. Fuchs
Kristen N. McMaster
Stephanie Al Otaiba
The Sociocultural Model in Special Education Interventions: Apprenticing Students in Higher-Order Thinking
Carol Sue Englert
Troy Mariage
Part V. Methodology
Exploratory and Confirmatory Methods in Learning Disabilities Research
Robert D. Abbott
Dagmar Amtmann
Jeff Munson
Designs for Applied Educational Research
Jean B. Schumaker
Donald D. Deshler
The Methods of Cluster Analysis and the Study of Learning Disabilities
Deborah L. Speece
Neurobiological Indices of Dyslexia
Sally E. Shaywitz
Bennett A. Shaywitz
What Have We Learned about Learning Disabilities from Qualitative Research?: A Review of Studies
Charles MacArthur
Author Index 551(20)
Subject Index 571

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