| Contents |
Machine generated contents note: 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. |
| Abstract |
"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 "-- Provided by publisher. |
