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Description
This book is intended to provide a summary of current research in learning disabilities, suitable for use as a reference source for researchers, and as a graduate level text.
This Third Edition presents over 80% new material. Seven of the 18 chapters are on the same subjects as in the Second Edition and written by the same authors, but with 50% new material incorporated. Seven chapters are entirely new. And four chapters are written by new authors on topics that were covered in the previous edition.
The book is divided into three broad sections. Section 1 is on the research aspects of learning disabilities, with chapters on ADHD, Memory, Language Processing, Social Competence, Self Rgulation, and Brain Structures as they apply to learning disabilities. Section 2 is on the instructional aspects of learning disabilities, with chapters on teaching literacy, reading comprehension, writing, and mathematics, as well as covering general academic and social interventions. Section 3 presents an overview of general issues re three age ranges of learning disabled people: focusing separately on children, adolescents, and adults.
Table of Contents
Dedication
List of Contributors
Preface
Acknowledgments
Chapter 1. Classification and Identification of Learning Disabilities
Introduction
Classification Issues in LD
Neurological Models Of LD
Cognitive Models
Instructional Models
A Hybrid Approach to LD Identification
Conclusions
Acknowledgment
REFERENCES
Chapter 2. Learning Disabilities and Memory
Introduction
A Historical Perspective
Understanding Memory Differences for Students with LD
Everyday Memory
Memory Intervention
Summary and Conclusions
REFERENCES
Chapter 3. Brain and Behavioral Response to Intervention for Specific Reading, Writing, and Math Disabilities: What Works for Whom?
Learning about the Brain
Brain Differences of Individuals with and without SLDS
Behavioral and Brain Response to Intervention (RTI)
Individual, Developmental, Gender, Language, and Cultural Differences
Conclusions and Recommendations
REFERENCES
Appendix
Chapter 4. Social Relationships: The 4th R
Self-Perceptions
Peer Relationships
Parenting and Family Relationships
Emotional and Behavioral Difficulties
Interventions in the Affective and Social Domain
Conclusions and Implications
Acknowledgment
REFERENCES
Chapter 5. Self-Regulation among Students with LD and ADHD
Defining and Understanding Self-Regulation
Theoretical Bases for Research on Self-Regulation
Common Self-Regulation Processes: Application with Students with LD and ADHD
Self-Regulation and Major Dependent Variables
Factors Influencing and Influenced by Self-Regulation
Self-Regulation of Strategic Performance
Conclusion
REFERENCES
Chapter 6. Reading Interventions for Students in Early Primary
Details
- No. of pages:
- 464
- Language:
- English
- Copyright:
- © 2013
- Published:
- 14th August 2012
- Imprint:
- Academic Press
- Print ISBN:
- 9780123884091
- eBook ISBN:
- 9780123884145
About the editors
Bernice Wong
Bernice Wong is Professor Emeritus at Simon Fraser University, Burnaby, British Columbia. Prior to retirement, her passion had been writing intervention research with students with and without learning disabilities. In retirement, her love for writing has transformed from academic writing to short stories about interesting events in her life.
Affiliations and Expertise
Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada
Simon Fraser University, Faculty of Education, Burnaby, British Columbia, Canada
Deborah Butler
Dr. Deborah L. Butler is Professor in the Faculty of Education at the University of British Columbia. She was awarded a PhD in Educational Psychology from Simon Fraser University in 1993. Since joining UBC in 1994, Dr. Butler has written over 30 refereed articles and book chapters for major journals or highly influential books, presented 60 refereed papers at international or national conferences, produced literally 100’s of research reports with teachers, district-level administrators, and/or governments, and been invited to serve as a keynote or featured speaker across North America and internationally. Her research focuses on understanding and fostering strategic, goal-directed engagement, teacher professional development, research methods, inclusive and special education, and teaching and learning processes.
Affiliations and Expertise
Faculty of Education, University of British Columbia, Vancouver, British Columbia, Canada