The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used and Rental copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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 subject designs, and meta-analysis.
H. Lee Swanson, PhD, is Distinguished Professor of Educational Psychology/Special Education and holds an endowed chair at the University of California at 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 International 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 learning disabilities.
Karen R. Harris, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University; she shares this professorship with Steve Graham. Dr. Harris has worked in the field of education for over 35 years as a teacher, teacher educator, and researcher. She is the former Editor of the Journal of Educational Psychology and is an Associate Editor of the American Psychological Association's new open-access online journal, Archives of Scientific Psychology. Her research focuses on theoretically based interventions for the development of academic and self-regulation abilities among students who are at risk for or have severe learning challenges, including LD and ADHD. Dr. Harris and Steve Graham are coeditors of the Guilford series What Works for Special-Needs Learners.
Steve Graham, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University; he shares this professorship with Karen R. Harris. Past editor of Exceptional Children and Contemporary Educational Psychology, Dr. Graham is coeditor (with Karen R. Harris and Tim Urdan) of the American Psychological Association's three-volume Educational Psychology Handbook, and has published numerous books on writing instruction. His research focuses on identifying the factors that contribute to writing development and writing difficulties, developing and validating effective instructional procedures for teaching writing, and the use of technology to enhance writing performance.
Table of Contents
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, Paige C. Pullen, and Devery Ward
3. Classification and Definition of Learning Disabilities: A Hybrid Model, Jack M. Fletcher, Karla K. Stuebing, Robin D. Morris, and G. Reid Lyon
4. Learning Disabilities and the Law, Cynthia M. Herr and Barbara D. Bateman
5. Linguistically Diverse Students' Reading Difficulties: Implications for Models of Learning Disabilities Identification and Effective Instruction, Nonie K. Lesaux and Julie Russ Harris
6. Adults with Learning Disabilities: Factors Contributing to Persistence, Noel Gregg
7. From FAPE to FEPE: Toward an Excellent Public Education for Children and Youth with Learning Disabilities, Deborah L. Speece, Kimberly Palombo, and Jamey Burho
8. 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 Manifestations
9. Attention-Deficit/Hyperactivity Disorder, Executive Function, and Reading Comprehension: Different but Related, Martha B. Denckla, Laura A. Barquero, Esther R. Lindstr\u00f6m, Sabrina L. Benedict, Lindsay M. Wilson, and Laurie E. Cutting
10. Rapid Automatized Naming and Reading: A Review, George K. Georgiou and Rauno Parrila
11. 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 Zheng
13. 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. Petrill
17. Diagnosing and Treating Specific Learning Disabilities in Reference to the Brain's Working Memory System, Virginia W. Berninger and H. Lee Swanson
III. Domain-Specific Instruction/Intervention Research
18. Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings, Maureen W. Lovett, Roderick W. Barron, and Jan C. Frijters
19. Developing a New Intervention to Teach Text Structure at the Elementary Level, Joanna P. Williams and Lisa S. Pao
20. Reading Comprehension for Adolescents with Significant Reading Problems, Sharon Vaughn, Elizabeth Swanson, and Michael Solis
21. 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 McKeown
23. Classroom Spelling Interventions for Students with Learning Disabilities, T. F. McLaughlin, Kimberly P. Weber, and K. Mark Derby
24. Science and Social Studies, Thomas E. Scruggs and Margo A. Mastropieri
25. History Instruction for Students with Learning Disabilities, Cynthia M. Okolo and Ralph P. Ferretti
IV. General Instructional Models
26. Direct Instruction as Eo nomine and Contronym: Why the Right Words and the Details Matter, Edward J. Kame'enui, Hank Fien, and Jaan Korgesaar
27. Cooperative Learning for Students with Learning Disabilities: Advice and Caution Derived from the Evidence, Rollanda E. O'Connor and Joseph R. Jenkins
28. 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 Otaiba
29. The Sociocultural Model as a Framework in Instructional Intervention Research, Carol Sue Englert and Troy Mariage
30. Technology Applications for Improving Literacy: A Review of Research, Charles A. MacArthur
V. Measurement and Methodology
31. Design for Learning Disabilities Experimental and Quasi-Experimental Research, Victor L. Willson and William H. Rupley
32. Single-Case Design Intervention Research: Applications in the Learning Disabilities Field, Thomas R. Kratochwill, Margaret R. Altschaefl, Brittany J. Bice, and Jacqueline M. Kawa
33. Meta-Analysis of Research on Children with Learning Disabilities, H. Lee Swanson
34. Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia, Sally E. Shaywitz and Bennett A. Shaywitz
35. "Taking a Handful of World": Qualitative Research in Learning Disabilities, Brooke Moore, Janette Klingner, and Beth Harry