{"product_id":"handbook-of-learning-disabilities-second-edition-9781462508495","title":"Handbook of Learning Disabilities Second Edition","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eWidely 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.\u003cbr\u003e\u003cbr\u003eNew to This Edition:\u003cbr\u003e*Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI. \u003cbr\u003e*Chapters on social cognitive, behavioral genetic, and neurobiological aspects.\u003cbr\u003e*Chapters on adolescents and adults with LD.\u003cbr\u003e*Chapters on spelling inst\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003c\/p\u003e\u003cp\u003eAn exceptionally solid and comprehensive volume from leading scholars in the field. The second edition presents major research findings characterized by increased scientific rigor and an integrative perspective, bringing together neuroscience, genetics, and behavior. Chapters consistently rely on an operational definition of learning disabilities that does not reflect discrepancy notions. This handbook should be required reading for school psychologists, graduate students, and LD researchers.--James E. Ysseldyke, PhD, Birkmaier Professor, Department of Educational Psychology, University of Minnesota\u003cbr\u003e\u003cbr\u003eSwanson, Harris, and Graham offer a comprehensive examination of LD that reflects the multidisciplinary nature of the field. They bring together researchers whose work addresses conceptual, neurological, instructional, and methodological trends and issues. The second edition provides up-to-date coverage of legal aspects of service delivery, as well as notable new chapters on single-case designs, the state of the science in LD, adults with LD, and more. This volume is well suited as a course text or professional reference.--Diane Pedrotty Bryant, PhD, Department of Special Education and Meadows Center for Preventing Educational Risk, University of Texas at Austin\u003cbr\u003e\u003cbr\u003eThe 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 (Emeritus), University of Michigan\u003cbr\u003e\u003cbr\u003eThe \u003ci\u003eHandbook\u003c\/i\u003e has been the go-to source for a reliable, scholarly, in-depth treatment of major topics in the LD field for the past decade. Much has changed during this period, however, and the second edition is timely and welcome. New topics such as RTI and computer-based approaches to instruction are introduced and older topics--such as the preeminence of phonologic processing in successful reading--are revisited. This volume is an essential addition to the reference libraries of advanced students and clinical professionals alike.--Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s Hospital and Harvard Medical School\u003c\/p\u003e\u003cp\u003e- This handbook is a useful resource for both those who are experienced in the field as well as those who are new to it. It 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, 4\/29\/2004ƒƒ Swanson, Harris, and Graham accomplish an impressive feat with their handbook. They compile chapters by the most preeminent scholars in the field to create a text that is both comprehensive and accessible. --Education Libraries, 9\/21\/2012ƒƒ This volume provides a remarkable articulation of the LD field as both legitimate and worthy of study. Summing Up: Essential. Upper-division undergraduates and above. --Choice, 10\/3\/2003ƒƒ This text is a gathering of the great minds on learning disability....It should be present in every university library and will prove a very worthy text for postgraduate courses on learning disability....Excellent. --Australian Journal of Learning Disabilities, 12\/3\/2004\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eI. Foundations and Current Perspectives\u003cbr\u003e1. Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities, H. Lee Swanson, Karen R. Harris, and Steve Graham\u003cbr\u003e2. A Brief History of the Field of Learning Disabilities, Daniel P. Hallahan, Paige C. Pullen, and Devery Ward\u003cbr\u003e3. Classification and Definition of Learning Disabilities: A Hybrid Model, Jack M. Fletcher, Karla K. Stuebing, Robin D. Morris, and G. Reid Lyon\u003cbr\u003e4. Learning Disabilities and the Law, Cynthia M. Herr and Barbara D. Bateman\u003cbr\u003e5. Linguistically Diverse Students' Reading Difficulties: Implications for Models of Learning Disabilities Identification and Effective Instruction, Nonie K. Lesaux and Julie Russ Harris\u003cbr\u003e6. Adults with Learning Disabilities: Factors Contributing to Persistence, Noel Gregg\u003cbr\u003e7. From FAPE to FEPE: Toward an Excellent Public Education for Children and Youth with Learning Disabilities, Deborah L. Speece, Kimberly Palombo, and Jamey Burho\u003cbr\u003e8. The State of the Science in Learning Disabilities: Research Impact on the Field from 2001 to 2011, G. Reid Lyon and Beverly Weiser \u003cbr\u003eII. Causes and Behavioral Manifestations\u003cbr\u003e9. Attention-Deficit\/Hyperactivity Disorder, Executive Function, and Reading Comprehension: Different but Related, Martha B. Denckla, Laura A. Barquero, Esther R. Lindström, Sabrina L. Benedict, Lindsay M. Wilson, and Laurie E. Cutting\u003cbr\u003e10. Rapid Automatized Naming and Reading: A Review, George K. Georgiou and Rauno Parrila\u003cbr\u003e11. Basic Cognitive Processes and Reading Disabilities, Linda S. Siegel and Silvia Mazabel \u003cbr\u003e12. Memory Difficulties in Children and Adults with Learning Disabilities, H. Lee Swanson and Xinhua Zheng\u003cbr\u003e13. Learning Disabilities in Mathematics: Recent Advances, David C. Geary \u003cbr\u003e14. Language Processes: Characterization and Prevention of Language-Learning Disabilities, Mary Beth Schmitt, Laura M. Justice, and Jill M. Pentimonti \u003cbr\u003e15. Social Cognition of Children and Adolescents with Learning Disabilities: Intrapersonal and Interpersonal Perspectives, Michal Al-Yagon and Malka Margalit \u003cbr\u003e16. Behavioral Genetics, Learning Abilities, and Disabilities, Stephen A. Petrill\u003cbr\u003e17. Diagnosing and Treating Specific Learning Disabilities in Reference to the Brain's Working Memory System, Virginia W. Berninger and H. Lee Swanson\u003cbr\u003eIII. Domain-Specific Instruction\/Intervention Research\u003cbr\u003e18. Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings, Maureen W. Lovett, Roderick W. Barron, and Jan C. Frijters\u003cbr\u003e19. Developing a New Intervention to Teach Text Structure at the Elementary Level, Joanna P. Williams and Lisa S. Pao\u003cbr\u003e20. Reading Comprehension for Adolescents with Significant Reading Problems, Sharon Vaughn, Elizabeth Swanson, and Michael Solis\u003cbr\u003e21. Instructional Intervention for Students with Mathematics Learning Disabilities, Lynn S. Fuchs, Douglas Fuchs, Robin F. Schumacher, and Pamela M. Seethaler \u003cbr\u003e22. 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\u003cbr\u003e23. Classroom Spelling Interventions for Students with Learning Disabilities, T. F. McLaughlin, Kimberly P. Weber, and K. Mark Derby\u003cbr\u003e24. Science and Social Studies, Thomas E. Scruggs and Margo A. Mastropieri\u003cbr\u003e25. History Instruction for Students with Learning Disabilities, Cynthia M. Okolo and Ralph P. Ferretti \u003cbr\u003eIV. General Instructional Models\u003cbr\u003e26. Direct Instruction as Eo nomine and Contronym: Why the Right Words and the Details Matter, Edward J. Kame'enui, Hank Fien, and Jaan Korgesaar\u003cbr\u003e27. Cooperative Learning for Students with Learning Disabilities: Advice and Caution Derived from the Evidence, Rollanda E. O'Connor and Joseph R. Jenkins\u003cbr\u003e28. 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\u003cbr\u003e29. The Sociocultural Model as a Framework in Instructional Intervention Research, Carol Sue Englert and Troy Mariage\u003cbr\u003e30. Technology Applications for Improving Literacy: A Review of Research, Charles A. MacArthur\u003cbr\u003eV. Measurement and Methodology \u003cbr\u003e31. Design for Learning Disabilities Experimental and Quasi-Experimental Research, Victor L. Willson and William H. Rupley\u003cbr\u003e32. Single-Case Design Intervention Research: Applications in the Learning Disabilities Field, Thomas R. Kratochwill, Margaret R. Altschaefl, Brittany J. Bice, and Jacqueline M. Kawa\u003cbr\u003e33. Meta-Analysis of Research on Children with Learning Disabilities, H. Lee Swanson\u003cbr\u003e34. Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia, Sally E. Shaywitz and Bennett A. Shaywitz\u003cbr\u003e35. \"Taking a Handful of World\": Qualitative Research in Learning Disabilities, Brooke Moore, Janette Klingner, and Beth Harry\u003c\/p\u003e","brand":"Guilford Publications","offers":[{"title":"Default Title","offer_id":49408627867991,"sku":"9781462508495","price":999.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781462508495.jpg?v=1730503594","url":"https:\/\/bookcurl.com\/products\/handbook-of-learning-disabilities-second-edition-9781462508495","provider":"Book Curl","version":"1.0","type":"link"}