Descripciones mejoradas de Syndetics:

This book has been replaced by Learning Disabilities, Second Edition: From Identification to Intervention , ISBN 978-1-4625-3637-5.

Tabla de contenidos provista por Syndetics

• 1 Introduction
• 2 History of the Field
• 3 Classification, Definition, and Identification of Learning Disabilities
• 4 Assessment of Learning Disabilities
• 5 Reading Disabilities: Word Recognition
• 6 Reading Disabilities: Fluency
• 7 Reading Disabilities: Comprehension
• 8 Mathematics Disabilities
• 9 Written Expression Disabilities
• 10 Conclusions and Future Directions

Reseñas proporcionadas por Syndetics

CHOICE Review

This text provides support for cutting-edge practices in the identification and instruction of children with learning disabilities (LDs). Citing the latest requirements of federal legislation mandating services for all children with disabilities, the authors provide considerable evidence for the elimination of "traditional" identification methods for children with LD, and offer a substantial body of contemporary research for the use of the relatively new concept of "Response to Instruction" (RTI). The first couple of chapters offer standard fare in LD textbooks (introduction of terminologies, need for new directions, and history of the field). The true substance of the volume lies in the middle chapters, which go into great detail about how impairments in academic subjects should be viewed and assessed and what interventions should be provided. The final chapter provides a concise overview of how the field of LD needs to change in order to successfully teach youngsters with a heterogeneous group of academic problems known collectively as learning disabilities. Of particular interest to practitioners would be "Ten Principles for Instructing Students with LDs," found on the last three pages of the book. Summing Up: Highly recommended. Upper-division undergraduates through practitioners. J. D. Neal University of Central Missouri

Notas de autor provistas por Syndetics

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.