9781593853037

This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 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, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.

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.

Part I. Foundations and Current Perspectives

Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities

3

(13)

H. Lee Swanson

Karen R. Harris

Steve Graham

A Brief History of the Field of Learning Disabilities

16

(14)

Daniel P. Hallahan

Devery R. Mock

Classification and Definition of Learning Disabilities: An Integrative Perspective

30

(27)

Jack M. Fletcher

Robin D. Morris

G. Reid Lyon

Learning Disabilities and the Law

57

(19)

Cynthia M. Herr

Barbara D. Bateman

Learning Disability as a Discipline

76

(18)

Kenneth A. Kavale

Steven R. Forness

English-Language Learners with Learning Disabilities

94

(16)

Russell Gersten

Scott Baker

Searching for the Most Effective Service Delivery Model for Students with Learning Disabilities

110

(15)

Naomi Zigmond

Part II. Causes and Behavioral Manifestations

Attention: Relationships between Attention-Deficit Hyperactivity Disorder and Learning Disabilities

125

(15)

Laurie E. Cutting

Martha Bridge Denckla

RAN's Contribution to Understanding Reading Disabilities

140

(18)

Patricia Greig Bowers

Galit Ishaik

Basic Cognitive Processes and Reading Disabilities

158

(24)

Linda S. Siegel

Memory Difficulties in Children and Adults with Learning Disabilities

182

(17)

H. Lee Swanson

Leilani Saez

Learning Disabilities in Arithmetic: Problem-Solving Differences and Cognitive Deficits

199

(14)

David C. Geary

Language Processes: Keys to Reading Disability

213

(16)

Virginia A. Mann

Self-Concept and Students with Learning Disabilities

229

(13)

Batya Elbaum

Sharon Vaughn

Neurological Correlates of Reading Disabilities

242

(14)

Carlin J. Miller

Juliana Sanchez

George W. Hynd

Genetic Influences on Reading and Writing Disabilities

256

(17)

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

273

(20)

Maureen W. Lovett

Roderick W. Barron

Nancy J. Benson

Teaching Text Structure to Improve Reading Comprehension

293

(13)

Joanna P. Williams

Enhancing the Mathematical Problem Solving of Students with Mathematics Disabilities

306

(17)

Lynn S. Fuchs

Douglas Fuchs

Students with Learning Disabilities and the Process of Writing: A Meta-Analysis of SRSD Studies

323

(22)

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

345

(19)

Virginia W. Berninger

Dagmar Amtmann

Science and Social Studies

364

(19)

Thomas F. Scruggs

Margo A. Mastropieri

Part IV. Formation of Instructional Models

Cognitive Strategies Instruction Research in Learning Disabilities

383

(20)

Bernice Y. L. Wong

Karen R. Harris

Steve Graham

Deborah L. Butler

Direct Instruction

403

(14)

Gary Adams

Douglas Carnine

Cooperative Learning for Students with Learning Disabilities: Evidence from Experiments, Observations, and Interviews

417

(14)

Joseph R. Jenkins

Rollanda E. O'Connor

Identifying Children at Risk for Reading Failure: Curriculum-Based Measurement and the Dual-Discrepancy Approach

431

(19)

Douglas Fuchs

Lynn S. Fuchs

Kristen N. McMaster

Stephanie Al Otaiba

The Sociocultural Model in Special Education Interventions: Apprenticing Students in Higher-Order Thinking

450

(21)

Carol Sue Englert

Troy Mariage

Part V. Methodology

Exploratory and Confirmatory Methods in Learning Disabilities Research

471

(12)

Robert D. Abbott

Dagmar Amtmann

Jeff Munson

Designs for Applied Educational Research

483

(18)

Jean B. Schumaker

Donald D. Deshler

The Methods of Cluster Analysis and the Study of Learning Disabilities

501

(13)

Deborah L. Speece

Neurobiological Indices of Dyslexia

514

(18)

Sally E. Shaywitz

Bennett A. Shaywitz

What Have We Learned about Learning Disabilities from Qualitative Research?: A Review of Studies

532

(19)

Charles MacArthur

Author Index

551

(20)

Subject Index

571

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Handbook of Learning Disabilities, First Edition

Handbook of Learning Disabilities, First Edition

1593853033

Summary

Author Biography

Table of Contents

Supplemental Materials