About the Book
This comprehensive Handbook reviews the major theoretical, methodological and instructional advances that have occurred in the field of learning disabilities over the last twenty 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, maths, science and social studies, as well as general principles of effective instruction that cut across academic domains. Authoritative and up to date, the book also examines the concepts and methods that guide learning disability research and identifies promising directions for future investigation.
Table of Contents:
Part I: Foundations and Current Perspectives.Swanson, Harris, Graham, Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities. Hallahan, Mock, A Brief History of the Field of Learning Disabilities. Fletcher, Morris, Lyon, Classification and Definition of Learning Disabilities: An Integrative Perspective. Herr, Bateman, Learning Disabilities and the Law. Kavale, Forness, Learning Disability as a Discipline. Gersten, Baker, English-Language Learners with Learning Disabilities. Zigmond, Searching for the Most Effective Service Delivery Model for Students with Learning Disabilities. Part II: Causes and Behavioral Manifestations. Cutting, Denckla, Attention: Relationships Between Attention-Deficit/Hyperactivity Disorder and Learning Disabilities. Bowers, Ishaik, RAN's Contribution to Understanding Reading Disabilities. Siegel, Basic Cognitive Processes and Reading Disabilities. Swanson, Sáez, Memory Difficulties in Children and Adults with Learning Disabilities. Geary, Learning Disabilities in Arithmetic: Problem-solving Differences and Cognitive Deficits. Mann, Language Processes: Keys to Reading Disability. Elbaum, Vaughn, Self-concept and Students with Learning Disabilities. Miller, Sanchez, Hynd, Neurological Correlates of Reading Disabilities. Thomson, Raskind, Genetic Influences on Reading and Writing Disabilities. Part III: Effective Instruction.Lovett, Barron, Benson, Effective Remediation of Word Identification and Decoding Difficulties in School-age Children with Reading Disabilities. Williams, Teaching Text Structure to Improve Reading Comprehension. L. S. Fuchs, D. S. Fuchs, Enhancing the Mathematical Problem Solving of Students with Mathematics Disabilities. Graham, Harris, Students with Learning Disabilities and the Process of Writing: A Meta-analysis of SRSD Studies. Berninger, Amtmann, Preventing Written Expression Disabilities through Early and Continuing Assessment and Intervention for Handwriting and/or Spelling Problems: Research into Practice. Scruggs, Mastropieri, Science and Social Studies. Part IV: Formation of Instructional Models. Wong, Harris, Graham, Butler, Cognitive Strategies Instruction Research in Learning Disabilities. Adams, Carnine, Direct Instruction. Jenkins, O'Connor, Cooperative Learning for Students with Learning Disabilities: Evidence from Experiments, Observations, and Interviews. D. S. Fuchs, L. S. Fuchs, McMaster, Al Otaiba, Identifying Children at Risk for Reading Failure: Curriculum-based Measurement and the Dual-discrepancy Approach. Englert, Mariage, The Sociocultural Model in Special Education Interventions: Apprenticing Students in Higher-order Thinking. Part V: Methodology.Abbott, Amtmann, Munson, Exploratory and Confirmatory Methods in Learning Disabilities Research. Schumaker,Deshler, Designs for Applied Educational Research. Speece, The Methods of Cluster Analysis and the Study of Learning Disabilities. S. E. Shaywitz, B. A. Shaywitz, Neurobiological Indices of Dyslexia. MacArthur, What Have We Learned about Learning Disabilities from Qualitative Research?: A Review of Studies.
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.
Review :
'[This] is an excellent reference for any practitioner's library since it provides such a thorough overview of the LD field, and it would also serve well as a text for an introductory course in LD in teacher training programs.' - Educational Review
'Swanson, Harris, and Graham have brought together the best researchers and thinkers in the field, who 'deliver the goods' on the full range of historical, conceptual, methodological, psychological, neurological, sociocultural, and instructional issues associated with the complex and elusive construct known as learning disabilities. A masterpiece.' - Edward J. Kame'enui, PhD, Institute for the Development of Educational Achievement, College of Education, University of Oregon, USA
'[This] is an excellent reference for any practitioner's library since it provides such a thorough overview of the LD field, and it would also serve well as a text for an introductory course in LD in teacher training programs.' - Educational Review
'Swanson, Harris, and Graham have brought together the best researchers and thinkers in the field, who 'deliver the goods' on the full range of historical, conceptual, methodological, psychological, neurological, sociocultural, and instructional issues associated with the complex and elusive construct known as learning disabilities. A masterpiece.' - Edward J. Kame'enui, PhD, Institute for the Development of Educational Achievement, College of Education, University of Oregon, USA
'An invaluable book summarizing many key research programs related to LD.' - Contemporary Psychology
'There are several handbook-type volumes on learning disabilities on the market, but none matches this volume for comprehensiveness. The contributors represent an all-star cast of investigators who have built the field in the last two decades, and they address a wide range of problem areas, methodologies, and areas of scholarly and professional focus. The volume's coverage of instructional issues makes it an incredibly useful text for practitioner-oriented courses.' - Keith E. Stanovich, PhD, Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto, Canada
'The chapters in this volume offer an authoritative summary and analysis of core issues related to theory and practice in the LD field. The book should be required reading for all advanced students in the field. It is an indispensable graduate text and resource for scholars.' - C. Addison Stone, PhD, School of Education, University of Michigan, USA
