Handbook Of Learning Disabilities

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.

New to This Edition:

• Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI.
• Chapters on social cognitive, behavioural genetic, and neurobiological aspects.
• Chapters on adolescents and adults with LD.
• Chapters on spelling instruction, history instruction, and classroom technology applications.
• Chapter synthesising 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis.

Table of Contents

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
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
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
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
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
35. “Taking a Handful of World??: Qualitative Research in Learning Disabilities, Brooke Moore, Janette Klingner, & Beth Harry

"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

"An 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

"Swanson, 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

"The Handbook 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