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:
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