Learning disabilities. From identification to intervention.

Autor/inn/en	Fletcher, Jack; Lyon, G. Reid; Fuchs, Lynn; Barnes, Marcia A.
Titel	Learning disabilities. From identification to intervention. 2nd ed.
Quelle	New York: The Guilford Press (2019), XIV, 418 S.Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	9781462536375
Schlagwörter	Learning disabilities; Research; Erziehung + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Forschung
Abstract	Are learning disabilities real? -- Classification and definition of learning disabilities : the problem of identification -- Assessment of learning disabilities -- Effective instruction for students with learning disabilities : a multi-tiered system of -- Supports -- Word level reading disabilities (dyslexia) -- Text level reading disabilities (specific reading comprehension disability) -- Mathematics disabilities : calculation and problem solving -- Written expression disabilities -- The problem of automaticity -- Translating the results of scientific research into educational practice. "Reviewing the state of the science of learning disabilities (LD) and describing effective educational practices, this authoritative text has been significantly revised and expanded with more than 70% new material. Foremost LD experts identify effective principles of assessment and instruction within the framework of multi-tiered systems of support (MTSS). With a focus on what works in the classroom, the book explores the full range of reading, mathematics, and writing disabilities. It synthesizes knowledge from neuropsychology, cognitive neuroscience, and special and general education. Illustrations include eight color plates. As a special supplement, a chapter on the history of the LD field from the first edition is provided at the companion website. Subject Areas/Key Words: specific learning disability, learning disabilities, learning disorders, learning difficulties, dyslexia, dyscalculia, mathematics, reading, writing, multi-tiered systems of support, MTSS, response to intervention, RTI, response to instruction, special education, schools, classrooms, intensive instruction, explicit instruction, assessments, diagnosis, identification, classification, interventions, treatments, children, adolescents, students, academic skills problems, academic interventions, special-needs learners Audience: Special and general educators of children ages 5-17 (grades K-12); literacy specialists; school and child clinical psychologists; and neuropsychologists"--Provided by publisher.
Erfasst von	Library of Congress, Washington, DC
Update	2019/3/07