Handbook of Learning Disabilities, Second Edition

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Sonst. Personen	Swanson, H. Lee (Hrsg.); Harris, Karen R. (Hrsg.); Graham, Steve (Hrsg.)
Titel	Handbook of Learning Disabilities, Second Edition
Quelle	(2014), (716 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-4625-0849-5
Schlagwörter	Leitfaden; Learning Disabilities; Guides; Book Reviews; Classification; Epidemiology; Disability Identification; Related Services (Special Education); Instructional Effectiveness; Response to Intervention; Educational Principles; Delivery Systems; Educational Research; Research Methodology; Etiology; Educational Practices; Teaching Methods; Educational Strategies + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Handbuch; Leitfaden; Book reviewing; Book review; Rezension; Classification system; Klassifikation; Klassifikationssystem; Epidemiologie; Unterrichtserfolg; Bildungsprinzip; Auslieferung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Ätiologie; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	Widely 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. The following is new to this edition: (1) New to This Edition: Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI; (2) Chapters on social cognitive, behavioral genetic, and neurobiological aspects. Chapters on adolescents and adults with LD; (3) Chapters on spelling instruction, history instruction, and classroom technology applications; and (4) Chapter synthesizing 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis. The following sections and chapters are included: I. Foundations and Current Perspectives: (1) Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities (H. Lee Swanson, Karen R. Harris, & Steve Graham); (2) A Brief History of the Field of Learning Disabilities (Daniel P. Hallahan, Paige C. Pullen, & Devery Ward); (3) Classification and Definition of Learning Disabilities: A Hybrid Model (Jack M. Fletcher, Karla K. Stuebing, Robin D. Morris, & G. Reid Lyon); (4) Learning Disabilities and the Law (Cynthia M. Herr & Barbara D. Bateman); (5) Linguistically Diverse Students' Reading Difficulties: Implications for Models of Learning Disabilities Identification and Effective Instruction (Nonie K. Lesaux & Julie Russ Harris); (6) Adults with Learning Disabilities: Factors Contributing to Persistence (Noel Gregg); (7) From FAPE to FEPE: Toward an Excellent Public Education for Children and Youth with Learning Disabilities (Deborah L. Speece, Kimberly Palombo, & Jamey Burho); and (8) The State of the Science in Learning Disabilities: Research Impact on the Field from 2001 to 2011 (G. Reid Lyon & Beverly Weiser). II. Causes and Behavioral Manifestations: (9) 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, & Laurie E. Cutting); (10) Rapid Automatized Naming and Reading: A Review (George K. Georgiou & Rauno Parrila); (11) Basic Cognitive Processes and Reading Disabilities (Linda S. Siegel & Silvia Mazabel); (12) Memory Difficulties in Children and Adults with Learning Disabilities (H. Lee Swanson & Xinhua Zheng); (13) Learning Disabilities in Mathematics: Recent Advances (David C. Geary); (14) Language Processes: Characterization and Prevention of Language-Learning Disabilities (Mary Beth Schmitt, Laura M. Justice, & Jill M. Pentimonti); (15) Social Cognition of Children and Adolescents with Learning Disabilities: Intrapersonal and Interpersonal Perspectives (Michal Al-Yagon & Malka Margalit); (16) Behavioral Genetics, Learning Abilities, and Disabilities (Stephen A. Petrill); and (17) Diagnosing and Treating Specific Learning Disabilities in Reference to the Brain's Working Memory System (Virginia W. Berninger & H. Lee Swanson). III. Domain-Specific Instruction/Intervention Research: (18) Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings (Maureen W. Lovett, Roderick W. Barron, & Jan C. Frijters); (19) Developing a New Intervention to Teach Text Structure at the Elementary Level (Joanna P. Williams & Lisa S. Pao); (20) Reading Comprehension for Adolescents with Significant Reading Problems (Sharon Vaughn, Elizabeth Swanson, & Michael Solis); (21) Instructional Intervention for Students with Mathematics Learning Disabilities (Lynn S. Fuchs, Douglas Fuchs, Robin F. Schumacher, & Pamela M. Seethaler); (22) The Writing of Students with Learning Disabilities, Meta-Analysis of SRSD Writing Intervention Studies, and Future Directions: Redux (Steve Graham, Karen R. Harris, & Debra McKeown); (23) Classroom Spelling Interventions for Students with Learning Disabilities (T. F. McLaughlin, Kimberly P. Weber, & K. Mark Derby); (24) Science and Social Studies Education for Students with Learning Disabilities (Thomas E. Scruggs & Margo A. Mastropieri); and (25) History Instruction for Students with Learning Disabilities (Cynthia M. Okolo & Ralph P. Ferretti). IV. General Instructional Models: (26) Direct Instruction as Eo nomine and Contronym: Why the Right Words and the Details Matter (Edward J. Kame'enui, Hank Fien, & Jaan Korgesaar); (27) Cooperative Learning for Students with Learning Disabilities: Advice and Caution Derived from the Evidence (Rollanda E. O'Connor & Joseph R. Jenkins); (28) Data-Based Individualization as a Means of Providing Intensive Instruction to Students with Serious Learning Disorders (Douglas Fuchs, Kristen L. McMaster, Lynn S. Fuchs, & Stephanie Al Otaiba); (29) The Sociocultural Model as a Framework in Instructional Intervention Research (Carol Sue Englert & Troy Mariage); and (30) Technology Applications for Improving Literacy: A Review of Research (Charles A. MacArthur). V. Measurement and Methodology: (31) Design for Learning Disabilities Experimental and Quasi-Experimental Research (Victor L. Willson & William H. Rupley); (32) Single-Case Design Intervention Research: Applications in the Learning Disabilities Field (Thomas R. Kratochwill, Margaret R. Altschaefl, Brittany J. Bice-Urbach, & Jacqueline M. Kawa); (33) Meta-Analysis of Research on Children with Learning Disabilities (H. Lee Swanson); (34) Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia (Sally E. Shaywitz & Bennett A. Shaywitz); and (35) "Taking a Handful of World": Qualitative Research in Learning Disabilities (Brooke Moore, Janette Klingner, & Beth Harry). (ERIC).
Anmerkungen	Guilford Press. 370 Seventh Avenue, Suite 1200, New York, NY 10001-1020. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01