Learning About Learning Disabilities book cover

Learning About Learning Disabilities

Bernice Wong's Learning about Learning Disabilities was the first text to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Third Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and seven new chapters, coverage is both comprehensive and thorough, with three sections encompassing the research aspects of learning disabilities, the instructional aspects of learning disabilities, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults.Chapters summarizing research on learning disabilities include coverage of ADHD, memory, language processing, social competence, self-regulation, and brain structures as they apply to learning disabilities. Chapters focusing on instructional aspects of learning disabilities include coverage of teaching literacy, reading comprehension, writing, and mathematics.Readers will find Learning About Learning Disabilities, Third edition suitable for use as a reference source for researchers or a graduate level text.Reviews from previous editions:"An undergraduate text that strikes a careful balance between the intellectual (psychological) and practical aspects of learning disabilities."—BOOK NEWS, INC."This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery."—CHILD ASSESSMENT NEWS"Learning About Learning Disabilities provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions."—BRITISH JOURNAL OF SPECIAL EDUCATION

Audience
Researchers in learning disabilities.

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Published: September 2004

Imprint: Academic Press

ISBN: 978-0-12-762533-1

Reviews

  • Praise for the Previous Edition: "Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions." -British Journal of Special Education

Contents


  • Contributors

    Preface

    Acknowledgments

    To the Student

    Section I: Conceptual, Historical, and Research Aspects of Learning Disabilities

    Chapter 1. Learning Disabilities: An Historical and Conceptual Overview

    I. Current Status of the Field

    II. A Historical Perspective

    III. Current and Future Issues

    IV. Concluding Comments

    Chapter 2. Learning Disabilities and Memory

    I. Introduction

    II. A Historical Perspective

    III. Contemporary Research

    IV. Parallels to Normal Memory Development

    V. Components and Stages of Information Processing

    VI. Memory Research in Perspective

    VII. Trends in Memory Research

    VIII. Implications from Contemporary Memory Research for Instruction

    IX. Summary and Conclusion

    Chapter 3. Language Processes and Reading Disabilities

    I. Introduction

    II. Theoretical Approaches to Language Acquisition

    III. Language and Reading

    IV. Language, Word Recognition, and Reading Disabilities

    V. Sources of Individual Differences

    VI. Language, Reading Comprehension and Reading Disabilities

    VII. Future Challenges

    Chapter 4. Peer Relationships and Learning Disabilities

    I. Introduction

    II. What Are the Characteristics of Peer Relationships of Students with Learning Disabilities?

    III. What Factors Might Be Linked to the Peer Relationships of Students with Learning Disabilities?

    IV. Future Research Directions

    Chapter 5. Self-Regulation among Students with LD and ADHD

    I. Defining and Understanding Self-Regulation

    II. Theoretical Bases for Research on Self-Regulation

    III. Common Self-Regulation Processes: Application with Students with LD and ADHD

    IV. Self-Regulation and Major Dependent Variables

    V. Factors Influencing and Influenced by Self-Regulation

    VI. Self-Regulation of Strategic Performance

    VII. Conclusion

    Chapter 6. The Reading Brain in Children and Youth: A Systems Approach

    I. Brain as a Functional System

    II. Important Processes in the Reading Brain

    III. Imaging Studies of Children and Youth With and Without Reading Disabilities

    IV. Implications for Assessment and Instructional Intervention

    Section II: Instructional Aspects of Learning Disabilities

    Chapter 7. Difficulties in Reading Comprehension for Students with Learning Disabilities

    I. Introduction

    II. Students' Difficulties in Reading Comprehension

    III. Effective Reading Comprehension Instruction

    IV. Future Directions

    Chapter 8. Writing Instruction

    Introduction

    I. Writing is Critical to Children's Success in School and Beyond

    II. What Are the Ingredients Involved in Learning to Write

    III. The Writing of Students with LD

    IV. Principles of Writing Instruction

    V. Concluding Comments

    Chapter 9. Instructional Interventions in Mathematics for Students with Learning Disabilities

    I. Introduction

    II. Learning Disabilities and Mathematics Achievement

    III. Instruction Referenced to NCTM Standards

    IV. Interventions on Computation Skills

    V. Cognitive Strategy Instruction

    VI. Use of Manipulatives

    VII. Studies Involving Peer Mediation

    VIII. Discussion

    Chapter 10. Social Competence/Social Skills of Students with Learning Disabilities: Interventions and Issues

    I. Scope and Objectives

    II. Overview of Social Competence/Social Skills

    III. Instructional Method

    IV. Issues

    V. Future Directions for Social Skills Intervention Research

    VI. Summary

    Chapter 11. Strategic Academic Interventions for Adolescents with Learning Disabilities

    I. Introduction

    II. Empowerment Strategies for Academic Success and Independence

    III. Strategic Instructional Practices

    IV. Teaching High-Impact Strategies

    V. Conclusion

    Chapter 12. Social Competence of Adolescents with Learning Disabilities: Interventions and Issues

    I. Introduction

    II. Review of Descriptive Studies of Social Competence of Adolescents with LD

    III. Review of Intervention Research to Enhance Social Competence of Adolescents with LD

    IV. Informing the Search for Alternative Approaches

    V. Implications for Practice and Research on Social Competence Interventions

    VI. Summary and Conclusion

    Chapter 13. The Science of Schooling for Students with Learning Disabilities: Recommendations for Service Delivery Linking Practice with Research

    I. Science and Schooling for Students with LD

    II. Identifying Effective Instruction for Students with LD

    III. Are Students with LD Receiving Specialized Instruction Designed to be Effective?

    IV. Recommendations for Service Delivery That Links Practice with Research

    Chapter 14. A Community of Practice: Implications for Learning Disabilities

    I. Setting the Stage: Teaching in Contemporary Inclusive Schools

    II. Constituting an Educational Community of Practice

    III. Guided Inquiry supporting Multiple Literacies (GIsML)

    IV. Conducting Case Studies of Included Students in GIsML Instruction

    V. Constructing and Analyzing the Case Studies

    VI. Linking Teacher Learning and Student Learning

    VII. The Teachers' Reflections

    VIII. Conclusion

    Appendix 1: Vignettes from Evan's Experience with the Light Program of Study

    Section III: A Lifespan Approach to Understanding Learning Disabilities

    Chapter 15. Learning Dis/ability as the Intersection of Competing Discourses: Implications for Classrooms, Parents, and Research

    I. Introduction

    II. Discursive Practices of Dis/Ability

    III. Implications for the Classroom

    IV. Implications for Parents (Caregivers)

    V. Implications for Research

    VI. Conclusions

    Chapter 16. Adolescents with Learning Disabilities: Revisiting The Educator's Enigma

    I. Introduction

    II. Historical Context

    III. How Research Has Informed Practice

    IV. Future Research

    V. Conclusion

    Chapter 17. Adults with Learning Disabilities

    I. Introduction

    II. Refocusing on Adults with LD: An Historical Overview

    III. LD from a Lifespan Perspective

    IV. Challenges Facing Adults with LD

    V. Accounting for Individual Differences

    VI. Programs and Interventions

    VII. Reflection: Progress and Future Directions

    Chapter 18. Understanding Learning Disabilities through a Father's Perspective

    Christine Greenhaw Mashburn Institute, 2000

    Index




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