"This book provides a sophisticated and up-to-date analysis of current research findings on major forms of learning disability. The book is unique in that it reviews the research within a consistent framework. It provides systematic coverage of different types of disability, while also giving the reader an understanding of the varying levels of knowledge on each type. Another strong contribution of the book is the way it links research on the basic nature of learning disabilities with research on interventions. The 10 recommendations for research and practice in the final chapter are among the best summaries of their kind I have ever seen. Overall, the book is a direct reflection of the authors' broad and deep experience in the field. These are individuals who have grappled with the most fundamental issues about learning disabilities throughout their careers, and whose clarity of writing and understanding is unsurpassed. As a text, this book will provide an excellent starting point for advanced graduate courses in learning disabilities, particularly for students with an interest in research."--Joseph K. Torgesen, PhD, Department of Psychology and Florida Center for Reading Research, Florida State University
"Integrating science, practice, and policy related to learning disabilities, this up-to-date book will make a key contribution to graduate training and professional practice. As a text, it will be extremely useful for courses on learning disabilities and on academic skills assessment and intervention, particularly those that address response-to-intervention approaches."--Thomas R. Kratochwill, PhD, School Psychology Program, Educational and Psychological Training Center, and Wisconsin Center for Education Research, University of Wisconsin-Madison
"This book brings the field of learning disabilities thoroughly up to date, providing an excellent discussion of what we know. It delineates the importance of using scientific evidence as a basis for conceptualizing the construct of LDs, guiding the development of interventions, and informing federal educational legislation. The authors also offer an agenda for future research that will further the important integration of research, practice, and policy. This book will be essential reading for researchers, educators, and policymakers. I recommend it highly as a text for graduate-level courses in special education, instruction, and educational policy."--Joanna P. Williams, PhD, Teachers College, Columbia University
"This is simply the best and most comprehensive and systematic overview of the field of learning disabilities to date. It is easily accessible to educators, psychologists, and medical practitioners serving or trying to understand children with learning disabilities. The authors take complex concepts that are not yet fully formed or articulated by the field, such as response to intervention, and do a remarkable job explaining them and evaluating their research evidence. Moreover, the authors summarize years of research and thinking about various learning disabilities in a concise, comprehensive manner characterized by both depth of understanding and elegance of communication. The book is authoritative but not authoritarian, inquiring but not admonishing: It represents the field of learning disabilities research and practice in its attempt to change and improve itself. If you are looking for an accurate, informed, and cohesive interpretation of the field today, this is it!"--Elena L. Grigorenko, PhD, Child Study Center, Yale University
"This book is about the horizontal integration of knowledge on learning disabilities, providing less depth within different domains of knowledge in favor of the connections across these domains and the boundaries across disciplines (p. 2). This authors description may be an understatement of the wealth of knowledge in this text and its connectedness to current change in the delivery of special education services....Of particular interest to school psychologists are the recommendations for assessment of LD....As a trainer of special education teachers, I will be using chapters 5-9 in my methods courses because of the wealth of information critical for accurate diagnosis of learning problems and for planning the most effective instruction. For school psychologists in training, especially those without a teaching background, these chapters provide the foundation for understanding skill areas that one will eventually assess and make intervention recommendations for. I also recommend this text to school administrators and general education teachers who are part of school improvement teams for their study of research-based interventions....This valuable text ends not only with a 42-page reference section that graduate students should cover, but also with a Conclusions and Future Directions chapter that contains these distinguished authors' Ten General Principles for Instructing Students With LD that all of us working with these students and their teachers should incorporate into our practice."--NASP Communiqué
About the Author
Jack M. Fletcher, PhD, is a Distinguished University Professor of Psychology at the University of Houston. His research interests focus on learning disabilities and brain injury in children, including definition and classification, neurobiological correlates, and intervention. He currently is Principal Investigator of a Learning Disability Research Center grant funded by the National Institute of Child Health and Human Development (NICHD). He was the 2003 recipient of the Samuel T. Orton Award from the International Dyslexia Association.
G. Reid Lyon, PhD, is the Executive Vice President for Research and Evaluation at Best Associates and Whitney International University, headquartered in Dallas, Texas. Prior to joining Best Associates, Dr. Lyon served as a research psychologist and the Chief of the Child Development and Behavior Branch within the NICHD, where he was responsible for the direction of research programs in developmental psychology, cognitive neuroscience, behavioral pediatrics, reading, and learning disorders. His research focuses on evidence-based education and learning differences and disabilities in children.
Lynn S. Fuchs, PhD, is Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where she also codirects the Kennedy Center Reading Clinic. Her research focuses on classroom-based assessment as well as instructional methods for students with reading disabilities and math disabilities.
Marcia A. Barnes, PhD, is an Associate Professor of Psychology and University Research Chair at the University of Guelph and Associate Professor of Pediatrics at the University of Toronto. Her research interests include the study of math and reading comprehension disabilities in children with and without brain injuries.