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
Electronic ISBN:
9780123884145

About the authors

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.

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.