The first comprehensive quantitative analysis of intervention research in the learning disabilities field, this volume synthesizes the results of 272 scientifically credible group and single-subject studies in an effort to identify what works best for learning disabled children. The book examines pertinent findings on all academic, cognitive, and behavioral domains. Intervention outcomes are evaluated across instructional domains, sample characteristics, intervention parameters, methodological procedures, and article characteristics. Addressing such questions as the merits of inclusion settings and the relative benefits of direct and strategy instruction, Swanson offers timely recommendations for instructional design, assessment, and policy.
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Editorial Reviews
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"This book performs a real service for the field. Synthesis is desperately needed in any field where the diagnosticity of any one study is low--which is certainly the case in the learning disabilities field. I am very glad that Swanson and his colleagues have taken the initiative of embarking on this ambitious project. Finally, we will have a benchmark for the evaluation of treatment outcomes." --Keith E. Stanovich, Professor of Human Development and Applied Psychology, University of Toronto
"This book will help shape the future not only of the LD field, but also of general education. What works for students with LD often works for other struggling students as well. The meta-analytic review and analysis that Swanson and his colleagues have undertaken will have a profound effect on research and practice. Perhaps most important, the book may allow us to lay aside arguments about which instructional model is the single best one, and to focus instead on integrating the range of instructional components supported by the research. This is a 'must-read' for current and future researchers, including graduate students in LD, as well as LD practitioners, educational policy makers, and teacher educators." --Karen R. Harris, EdD, Distinguished Scholar-Teacher and Professor, Department of Special Education, University of Maryland
"This book will help shape the future not only of the LD field, but also of general education. What works for students with LD often works for other struggling students as well. The meta-analytic review and analysis that Swanson and his colleagues have undertaken will have a profound effect on research and practice. Perhaps most important, the book may allow us to lay aside arguments about which instructional model is the single best one, and to focus instead on integrating the range of instructional components supported by the research. This is a 'must-read' for current and future researchers, including graduate students in LD, as well as LD practitioners, educational policy makers, and teacher educators." --Karen R. Harris, EdD, Distinguished Scholar-Teacher and Professor, Department of Special Education, University of Maryland
From the Back Cover
This book performs a real service for the field. Synthesis is desperately needed in any field where the diagnosticity of any one study is low--which is certainly the case in the learning disabilities field. I am very glad that Swanson and his colleagues have taken the initiative of embarking on this ambitious project. Finally, we will have a benchmark for the evaluation of treatment outcomes (Keith E. Stanovich, PhD, University of Toronto). AUTHORBIO: H. Lee Swanson, PhD, School of Education, University of California, Riverside
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Inside This Book
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First Sentence:
In this chapter we will review the issues that justify the need for a comprehensive synthesis of intervention literature for children and adults with learning disabilities. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
yield lower effect sizes, second contrast variable, general instructional models, methods composite score, yield higher effect sizes, strategy cuing, nonreading measures, yields higher effect sizes, real word recognition, low male ratio, standardized intelligence scores, reading severity, small interactive groups, group design studies, predict effect sizes, report psychometric information, word recognition measures, yield larger effect sizes, high effect sizes, school district criteria, lowest effect sizes, whole word instruction, strategy instruction models, word recognition studies, score partialed Key Phrases - Capitalized Phrases (CAPs): (learn more)
Effect Category, Alone Model, Department of Education, Journal of Learning Disabilities, Learning Disability Quarterly, Weighted Independent, Category Effect, Corrective Reading, Deutsch Smith, Mean Adjusted Weighted, Proc Mixed, Treatment Dependent, Wide Range Achievement Test, African American, Anglo American, Hispanic American, Native American, Self-reinforce External, Total Exp, Van Daal New!
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Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
In this chapter we will review the issues that justify the need for a comprehensive synthesis of intervention literature for children and adults with learning disabilities. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
yield lower effect sizes, second contrast variable, general instructional models, methods composite score, yield higher effect sizes, strategy cuing, nonreading measures, yields higher effect sizes, real word recognition, low male ratio, standardized intelligence scores, reading severity, small interactive groups, group design studies, predict effect sizes, report psychometric information, word recognition measures, yield larger effect sizes, high effect sizes, school district criteria, lowest effect sizes, whole word instruction, strategy instruction models, word recognition studies, score partialed Key Phrases - Capitalized Phrases (CAPs): (learn more)
Effect Category, Alone Model, Department of Education, Journal of Learning Disabilities, Learning Disability Quarterly, Weighted Independent, Category Effect, Corrective Reading, Deutsch Smith, Mean Adjusted Weighted, Proc Mixed, Treatment Dependent, Wide Range Achievement Test, African American, Anglo American, Hispanic American, Native American, Self-reinforce External, Total Exp, Van Daal 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)
3
books
cite this book:
- Socially ADDept: A Manual for Parents of Children with ADHD and/or Learning Disabilities by Janet Z. Giler in Back Matter
- Research in Special Education: Designs, Methods, and Applications by Phillip D. Rumrill on page 12
- Outcomes in Neurodevelopmental and Genetic Disorders (Cambridge Child and Adolescent Psychiatry) by Patricia Howlin on page 72
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