About the Book
This definitive handbook is now in an extensively revised third edition, including many all-new chapters and new topics. Foremost experts review the breadth of current knowledge about learning disabilities (LD), from core psychological and neurobiological processes to evidence-based instruction. Chapters describe best practices in identifying and supporting students with difficulties in reading, writing, math, and other content areas. Service delivery models that support differentiated instruction and data-based decision making are examined, and ways to meet the needs of specific populations, including English learners with LD, are explored. Prior edition editors: H. Lee Swanson, Karen R. Harris, and Steve Graham.
New to This Edition
Reflects a decade of advances in research, policy, and educational practice.
Most chapters are new or extensively updated.
Chapters on language development and reading disabilities, LD in English learners, social–emotional learning, comorbidity with LD, dyslexia legislation, cultural and equity issues, the use of technology to support differentiated instruction, state-of-the-art research methods, teacher preparation, integrated multi-tiered systems of support, and other timely topics.
Table of Contents:
I. Causes, Correlates, and Manifestations of Learning Disabilities
1. Classification and Definition of Learning Disabilities: A Hybrid Approach to Identification, Jeremy Miciak & Jack M. Fletcher
2. Representational Quality in Children with Dyslexia: Issues of Precision and Redundancy That Affect Long-Term Word Reading and Decoding Development, Donald L. Compton, Laura M. Steacy, Valeria M. Rigobon, Ashley A. Edwards, Nuria Gutiérrez, Nancy C. Marencin, & Rebecca M. Vasile
3. Mathematics Learning Difficulties, Nancy C. Jordan, Dana Miller-Cotto, & Kelly-Ann Gesuelli
4. Social and Emotional Learning and Learning Disabilities, Laura Larissa Feuerborn, Barbara A. Gueldner, & Ashli D. Tyre
5. Cognitive Processes, Neuroscience, and Learning Disabilities, Emily M. Harriott & Laurie E. Cutting
6. Genetics, Learning Abilities, and Disabilities, Stephen A. Petrill & Alexa Levison
7. Executive Functions and Learning Disabilities, Marcia A. Barnes & Peng Peng
8. Memory Difficulties in Children with Specific Learning Disabilities (An Update), H. Lee Swanson & Jennifer E. Kong
9. Language Development, Developmental Language Disorder, and Reading Disabilities, Suzanne M. Adlof & Lesly Wade-Woolley
10. Learning Disabilities and Comorbidity: Prevalence, Etiology, and Implications, Erik G. Willcutt
II. Instructional Interventions
11. Effective Instruction and Intervention for Word-Level Reading for Students with and At Risk for Learning Disabilities, Stephanie Al Otaiba, Dayna Russell-Freudenthal, & Mai W. Zaru
12. Reading Comprehension Instruction and Students with Learning Disabilities in the Twenty-First Century, Jeanne Wanzek, Katherine Sargent, & Sally K. Fluhler
13. Direct and Extended Vocabulary Instruction and Intervention for Students with Learning Disabilities, Michael D. Coyne & Susan M. Loftus-Rattan
14. Intervention to Address the Needs of Students with Mathematics Learning Disabilities, Lynn S. Fuchs, Pamela M. Seethaler, Douglas Fuchs, & Daniel Espinas
15. Writing and Students with Learning Disabilities, Steve Graham & Karen R. Harris
16. Social Studies and History Instruction for Students with Learning Disabilities, Susan De La Paz, Daniel R. Wissinger, & Josue Otarola
17. Science Education for Students with Learning Disabilities, Delinda van Garderen, William Romine, Heba Abdelnaby, Cassandra Smith, & Rachel Juergensen
18. Key Practices for Preventing and Ameliorating Reading Disabilities among English Learners, Philip Capin, Tim T. Andress, & Sharon Vaughn
III. Future Directions in Learning Disabilities
19. Recent Trends in Dyslexia Legislation, Timothy N. Odegard, Emily A. Farris, Anna E. Middleton, Sheryl Rimrodt-Frierson, & Julie A. Washington
20. Advances in Assessment to Monitor Progress and Performance, Matthew K. Burns, Monica E. Romero, McKinzie D. Duesenberg-Marshall, Hoi Ting Wan, & Heba Abdelnaby
21. Child X Instruction Interactions: Using Technology to Support Differentiated Instruction, Ashley Adams Sanabria & Sarah Siegal
22. Trends in Research Methods in the Learning Disabilities Field, Bryan G. Cook, Jesse I. Fleming, William J. Therrien, & Vivian C. Wong
23. Beyond Demography: Integrating Mind, Culture, and Equity in LD Research, Amy L. Ferrell & Alfredo J. Artiles
24. Integrated Multi-Tiered Systems of Support (I-MTSS): New Directions for Supporting Students with or At Risk for Learning Disabilities, Allison Gruner Gandhi, Nathan Clemens, Michael Coyne, Steve Goodman, Kathleen Lynne Lane, Erica Lembke, & Brandi Simonsen
25. Understanding and Developing Expert Teachers for Students with Learning Disabilities, Mary T. Brownell, Melinda M. Leko, & Amber E. Benedict
About the Author :
Cynthia M. Okolo, PhD, is Professor Emeritus of Counseling, Educational Psychology, and Special Education at Michigan State University. Her research focuses on technology and literacy for students with mild disabilities, universal design for learning, and history instruction for students with learning challenges. Dr. Okolo is a former special education teacher, and her scholarship is rooted in applied issues related to instruction in inclusive classrooms. She has played a leadership role in numerous state, regional, and national boards and organizations; has directed undergraduate, master’s, and doctoral programs; and has been a frequent contributor to the scholarly literature as an author and editor. Dr. Okolo is a recipient of the Lifetime Achievement Award from the Council for Exceptional Children.
Nicole Patton Terry, PhD, is the Olive and Manuel Bordas Professor of Education in the School of Teacher Education and Director of the Florida Center for Reading Research (FCRR) at Florida State University. She is the founding director of The Urban Child Study Center at Georgia State University and The Village at FCRR, two research entities where researchers collaborate with school and community partners to promote student success. Dr. Patton Terry’s work focuses on young learners who are vulnerable to experiencing difficulty with language and literacy achievement in school, in particular, African American children, children growing up in poverty, and children with disabilities. A former special education teacher, she currently serves as president of the Society for the Scientific Study of Reading and is a Fellow of the American Speech–Language–Hearing Association and the American Educational Research Association.
Laurie E. Cutting, PhD, is the Patricia and Rodes Hart Professor of Neuroscience in the Departments of Special Education, Psychology and Human Development, Radiology, Pediatrics, and Electrical and Computer Engineering at Vanderbilt University. She is also Associate Director of the Vanderbilt Kennedy Center, a member of the Vanderbilt Brain Institute, and training faculty for Vanderbilt’s Neuroscience PhD program, and was the recipient of the 2017–2018 Joe B. Wyatt Distinguished University Professorship. Dr. Cutting recently completed a 2-year assignment as Associate Provost in the Office of the Vice Provost for Research and Innovation. Her work focuses on brain–behavior relations in children and adolescents, with a particular emphasis on academic and cognitive development.
Review :
“Okolo, Patton Terry, and Cutting continue in the tradition of Swanson et al. to provide a current, comprehensive picture of the field of LD. The third edition captures updated perspectives on genetics and neurobiology, language and cognitive processes, measurement and classification, instructional practices, educational technology, and policy. Notable new topics include multi-tiered systems of support and social–emotional learning, reflecting the field’s growing complexity and responsiveness to real-world educational challenges. Contributors thoughtfully examine the shift toward dimensional models of classification and emphasize the need for equitable access to high-quality instruction as a foundation for fair LD identification.”--Nicole Landi, PhD, Department of Psychological Sciences, University of Connecticut
“From MVPs in the field, the third edition of this handbook should be required reading for researchers, teacher educators, and teachers. The volume addresses advances in topics covered in previous editions while introducing such timely topics as progress monitoring, preventing and ameliorating reading disabilities among English learners, trends in dyslexia legislation, and preparing teachers to provide evidence-based instruction for students with LD. The editors have pulled off an impressive feat by including a wide breadth of issues without sacrificing depth.”--Jade Wexler, PhD, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park
“At a time when scientific findings and scholarly expertise are being called into question, the third edition of this handbook represents the very best knowledge available in a field that advances and grows because of systematic research. Okolo, Patton Terry, and Cutting have brought together a peerless group of LD experts to address a wide range of relevant topics. Chapters address perennial psychological and epidemiological questions, advance our understanding of instructional interventions and their impacts, and consider the implications of emerging research methods, sociocultural changes, and trends in teacher education. This handbook is essential reading for LD researchers and school leaders, as well as graduate students in special and general education, psychology, and related fields.”--David J. Chard, PhD, Professor Emeritus and Dean Emeritus, Wheelock College of Education and Human Development, Boston University
“Building on theory and current evidence, this handbook comprehensively covers the most pressing issues that LD researchers and practitioners face today. Chapters carefully review foundational work in etiology and treatment and offer nuanced consideration of the multifaceted effects of LD, including co-occurrence across diagnoses and the interactions between children and instructional environments. The challenges of optimal identification and intervention are covered with a balance of breadth and depth. This is a volume that I know I will reach for often as a key research reference and a resource for teaching the next generation of reading and language scholars and clinicians.”--Elizabeth Norton, PhD, Department of Communication Sciences and Disorders, Northwestern University-
