This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 years. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas--including language arts, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.
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"The chapters in this volume offer an authoritative summary and analysis of core issues related to theory and practice in the LD field. The book should be required reading for all advanced students in the field. It is an indispensable graduate text and resource for scholars."--C. Addison Stone, PhD, School of Education, University of Michigan
"A valuable resource for professionals. This comprehensive and timely volume, featuring chapters by notable authors, speaks to the array of issues bearing on the delivery of effective educational services to individuals with learning disabilities. It also offers an accessible guide to the current status of research-based interventions. The critical analysis of the research, the synthesis of what is known, and the evaluation of what we still need to know make this a publication that will influence learning disability research, policy, and practice for years to come."--Dave L. Edyburn, PhD, Department of Exceptional Education, School of Education, University of Wisconsin-Milwaukee
"There are several handbook-type volumes on learning disabilities on the market, but none matches this volume for comprehensiveness. The contributors represent an all-star cast of investigators who have built the field in the last two decades, and they address a wide range of problem areas, methodologies, and areas of scholarly and professional focus. The volume's coverage of instructional issues makes it an incredibly useful text for practitioner-oriented courses. At the same time, sections on foundations, causes, and methodology make this 'must' reading for researchers as well. Swanson et al. have done a great service to the field."--Keith E. Stanovich, PhD, Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto, Canada
"More than a typical handbook, this volume is a virtual self-contained reference library for even the most erudite researcher or practitioner interested in learning differences and difficulties. Swanson, Harris, and Graham have brought together the best researchers and thinkers in the field, who 'deliver the goods' on the full range of historical, conceptual, methodological, psychological, neurological, sociocultural, and instructional issues associated with the complex and elusive construct known as learning disabilities. A masterpiece."--Edward J. Kame'enui, PhD, Institute for the Development of Educational Achievement, College of Education, University of Oregon
"A valuable resource for professionals. This comprehensive and timely volume, featuring chapters by notable authors, speaks to the array of issues bearing on the delivery of effective educational services to individuals with learning disabilities. It also offers an accessible guide to the current status of research-based interventions. The critical analysis of the research, the synthesis of what is known, and the evaluation of what we still need to know make this a publication that will influence learning disability research, policy, and practice for years to come."--Dave L. Edyburn, PhD, Department of Exceptional Education, School of Education, University of Wisconsin-Milwaukee
"There are several handbook-type volumes on learning disabilities on the market, but none matches this volume for comprehensiveness. The contributors represent an all-star cast of investigators who have built the field in the last two decades, and they address a wide range of problem areas, methodologies, and areas of scholarly and professional focus. The volume's coverage of instructional issues makes it an incredibly useful text for practitioner-oriented courses. At the same time, sections on foundations, causes, and methodology make this 'must' reading for researchers as well. Swanson et al. have done a great service to the field."--Keith E. Stanovich, PhD, Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education, University of Toronto, Canada
"More than a typical handbook, this volume is a virtual self-contained reference library for even the most erudite researcher or practitioner interested in learning differences and difficulties. Swanson, Harris, and Graham have brought together the best researchers and thinkers in the field, who 'deliver the goods' on the full range of historical, conceptual, methodological, psychological, neurological, sociocultural, and instructional issues associated with the complex and elusive construct known as learning disabilities. A masterpiece."--Edward J. Kame'enui, PhD, Institute for the Development of Educational Achievement, College of Education, University of Oregon
About the Author
H. Lee Swanson, PhD, is Distinguished Professor and holds an endowed chair at the University of California, Riverside. He did his doctoral studies at the University of New Mexico and his postdoctoral work at University of California, Los Angeles. Dr. Swanson was recently awarded a large U.S. Department of Education grant, which provides support for a longitudinal study of working memory in children with and without math disabilities. He served as Editor of Learning Disability Quarterly for 10 years, and has also published over 200 articles, 13 books, and 30 chapters.
Karen R. Harris, PhD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University. She has taught kindergarten and fourth-grade students, as well as elementary and secondary students with ADHD, learning disabilities, and behavioral/emotional difficulties. Dr. Harris's research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students with ADHD, learning disabilities, and other challenges. Author of over 100 scholarly publications, she is Editor of the Journal of Educational Psychology. She is past president of the Division for Research of the Council for Exceptional Children.
Steve Graham, PhD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University. Previously, he was Professor of Special Education at the University of Maryland, College Park. He received his doctoral degree from the University of Kansas. Following the completion of his doctorate, he was a member of the special education faculties at Auburn University and Purdue University. Dr. Graham's research has focused primarily on identifying the factors that contribute to the development of writing difficulties; the development and validation of effective procedures for teaching planning, revising, and the mechanics of writing to struggling writers; and the use of technology to enhance writing performance and development. One outcome of this focus has been the development of an instructional approach in writing, known as Self-Regulated Strategy Development (SRSD), which provides a powerful way to assist students in the development of higher-level cognitive processes involved in written language, the capability to monitor and manage their own writing, and positive attitudes about writing and themselves as writers. Dr. Graham is the author of more than 150 scholarly publications and coauthor of several books.
Karen R. Harris, PhD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University. She has taught kindergarten and fourth-grade students, as well as elementary and secondary students with ADHD, learning disabilities, and behavioral/emotional difficulties. Dr. Harris's research focuses on theoretical and intervention issues in the development of academic and self-regulation strategies among students with ADHD, learning disabilities, and other challenges. Author of over 100 scholarly publications, she is Editor of the Journal of Educational Psychology. She is past president of the Division for Research of the Council for Exceptional Children.
Steve Graham, PhD, is Currey Ingram Professor of Special Education and Literacy at Vanderbilt University. Previously, he was Professor of Special Education at the University of Maryland, College Park. He received his doctoral degree from the University of Kansas. Following the completion of his doctorate, he was a member of the special education faculties at Auburn University and Purdue University. Dr. Graham's research has focused primarily on identifying the factors that contribute to the development of writing difficulties; the development and validation of effective procedures for teaching planning, revising, and the mechanics of writing to struggling writers; and the use of technology to enhance writing performance and development. One outcome of this focus has been the development of an instructional approach in writing, known as Self-Regulated Strategy Development (SRSD), which provides a powerful way to assist students in the development of higher-level cognitive processes involved in written language, the capability to monitor and manage their own writing, and positive attitudes about writing and themselves as writers. Dr. Graham is the author of more than 150 scholarly publications and coauthor of several books.
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7 of 10 people found the following review helpful:
5.0 out of 5 stars
excellent survey,
This review is from: Handbook of Learning Disabilities (Paperback)
This is the best review of current knowledge on learning disabilities that I have been able to find--and I have been looking for a while.
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First Sentence:
The authors of the chapters in this Handbook review major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities (LD) over the last 20 years. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
academically normal peers, intraindividual differences model, word identification learning, strategies instruction research, morpheme awareness, analogical instruction, mnemonic strategy instruction, sentence writing strategy, mathematically disabled children, uninstructed words, arithmetic story problems, right plana, ability group differences, strategy instruction models, children with reading disabilities, collaborative strategic reading, learning disabilities research, gyral morphology, rapid naming, learning disabled readers, developmental reading disabilities, pullout services, experimental teachers, word prediction programs, naming speed Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Learning Disability Quarterly, Reading Research Quarterly, Academic Press, Guilford Press, United States, Child Development, Department of Education, Psychological Bulletin, Annals of Dyslexia, Review of Educational Research, Journal of Experimental Psychology, York Press, Psychological Corporation, American Educational Research Association, Cambridge University Press, Office of Education, Scientific Studies of Reading, American Journal of Human Genetics, University of Kansas, Applied Psycholinguistics, San Diego, Disabilities Education Act, San Antonio, Archives of Neurology New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
The authors of the chapters in this Handbook review major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities (LD) over the last 20 years. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
academically normal peers, intraindividual differences model, word identification learning, strategies instruction research, morpheme awareness, analogical instruction, mnemonic strategy instruction, sentence writing strategy, mathematically disabled children, uninstructed words, arithmetic story problems, right plana, ability group differences, strategy instruction models, children with reading disabilities, collaborative strategic reading, learning disabilities research, gyral morphology, rapid naming, learning disabled readers, developmental reading disabilities, pullout services, experimental teachers, word prediction programs, naming speed Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Learning Disability Quarterly, Reading Research Quarterly, Academic Press, Guilford Press, United States, Child Development, Department of Education, Psychological Bulletin, Annals of Dyslexia, Review of Educational Research, Journal of Experimental Psychology, York Press, Psychological Corporation, American Educational Research Association, Cambridge University Press, Office of Education, Scientific Studies of Reading, American Journal of Human Genetics, University of Kansas, Applied Psycholinguistics, San Diego, Disabilities Education Act, San Antonio, Archives of Neurology New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
10
books
cite this book:
See all 10 books citing this book
- A Human Development View Of Learning Disabilities: From Theory To Practice by Corrine E., Ph.D. Kass on page 117, and page 119
- Identification and Assessment, Volume 16 (Advances in Learning and Behavioral Disabilities) (Advances in Learning & Behavioral Disabilities) by SCRUGGS on page 221
- Scaffolding Literacy Instruction: Strategies for K-4 Classrooms by Adrian Rodgers in Back Matter
- An A to Z Practical Guide to Learning Difficulties by Harry Ayers on page 83
- Collaborative Literacy: Using Gifted Strategies to Enrich Learning for Every Student by Susan E. Israel in Back Matter
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