Learning About Learning Disabilities
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Table of contents
- Cover
- Contentsvii
- Contributorsxiii
- Prefacexvii
- Acknowledgmentsxix
- To the Studentxxi
- Section I: Conceptual, Historical, and Research Aspects of Learning Disabilities1
- Chapter 1. Learning Disabilities: An Historical and Conceptual Overview3
- I. Current Status of the Field3
- II. A Historical Perspective7
- III. Current and Future Issues21
- IV. Concluding Comments31
- Chapter 2. Learning Disabilities and Memory41
- I. Introduction41
- II. A Historical Perspective42
- III. Contemporary Research45
- IV. Parallels to Normal Memory Development46
- V. Components and Stages of Information Processing52
- VI. Memory Research in Perspective72
- VII. Trends in Memory Research74
- VIII. Implications from Contemporary Memory Research for Instruction75
- IX. Summary and Conclusion80
- Chapter 3. Language Processes and Reading Disabilities93
- I. Introduction93
- II. Theoretical Approaches to Language Acquisition95
- III. Language and Reading109
- IV. Language, Word Recognition, and Reading Disabilities110
- V. Sources of Individual Differences113
- VI. Language, Reading Comprehension and Reading Disabilities116
- VII. Future Challenges119
- Chapter 4. Peer Relationships and Learning Disabilities133
- I. Introduction133
- II. What Are the Characteristics of Peer Relationships of Students with Learning Disabilities?134
- III. What Factors Might Be Linked to the Peer Relationships of Students with Learning Disabilities?140
- IV. Future Research Directions155
- Chapter 5. Self-Regulation among Students with LD and ADHD167
- I. Defining and Understanding Self-Regulation167
- II. Theoretical Bases for Research on Self-Regulation171
- III. Common Self-Regulation Processes: Application with Students with LD and ADHD173
- IV. Self-Regulation and Major Dependent Variables177
- V. Factors Influencing and Influenced by Self-Regulation182
- VI. Self-Regulation of Strategic Performance184
- VII. Conclusion188
- Chapter 6. The Reading Brain in Children and Youth: A Systems Approach197
- I. Brain as a Functional System199
- II. Important Processes in the Reading Brain206
- III. Imaging Studies of Children and Youth With and Without Reading Disabilities223
- IV. Implications for Assessment and Instructional Intervention234
- Section II: Instructional Aspects of Learning Disabilities249
- Chapter 7. Difficulties in Reading Comprehension for Students with Learning Disabilities251
- I. Introduction251
- II. Students’ Difficulties in Reading Comprehension253
- III. Effective Reading Comprehension Instruction265
- IV. Future Directions272
- Chapter 8. Writing Instruction281
- Introduction281
- I. Writing is Critical to Children’s Success in School and Beyond281
- II. What Are the Ingredients Involved in Learning to Write283
- III. The Writing of Students with LD284
- IV. Principles of Writing Instruction287
- V. Concluding Comments307
- Chapter 9. Instructional Interventions in Mathematics for Students with Learning Disabilities315
- I. Introduction315
- II. Learning Disabilities and Mathematics Achievement317
- III. Instruction Referenced to NCTM Standards320
- IV. Interventions on Computation Skills322
- V. Cognitive Strategy Instruction325
- VI. Use of Manipulatives328
- VII. Studies Involving Peer Mediation329
- VIII. Discussion333
- Chapter 10. Social Competence/Social Skills of Students with Learning Disabilities: Interventions an341
- I. Scope and Objectives341
- II. Overview of Social Competence/Social Skills342
- III. Instructional Method345
- IV. Issues362
- V. Future Directions for Social Skills Intervention Research363
- VI. Summary364
- Chapter 11. Strategic Academic Interventions for Adolescents with Learning Disabilities375
- I. Introduction375
- II. Empowerment Strategies for Academic Success and Independence378
- III. Strategic Instructional Practices383
- IV. Teaching High-Impact Strategies392
- V. Conclusion408
- Chapter 12. Social Competence of Adolescents with Learning Disabilities: Interventions and Issues415
- I. Introduction415
- II. Review of Descriptive Studies of Social Competence of Adolescents with LD417
- III. Review of Intervention Research to Enhance Social Competence of Adolescents with LD423
- IV. Informing the Search for Alternative Approaches429
- V. Implications for Practice and Research on Social Competence Interventions437
- VI. Summary and Conclusion440
- Chapter 13. The Science of Schooling for Students with Learning Disabilities: Recommendations for Se449
- I. Science and Schooling for Students with LD451
- II. Identifying Effective Instruction for Students with LD457
- III. Are Students with LD Receiving Specialized Instruction Designed to be Effective?466
- IV. Recommendations for Service Delivery That Links Practice with Research476
- Chapter 14. A Community of Practice: Implications for Learning Disabilities485
- I. Setting the Stage: Teaching in Contemporary Inclusive Schools486
- II. Constituting an Educational Community of Practice487
- III. Guided Inquiry supporting Multiple Literacies (GIsML)489
- IV. Conducting Case Studies of Included Students in GIsML Instruction491
- V. Constructing and Analyzing the Case Studies494
- VI. Linking Teacher Learning and Student Learning499
- VII. The Teachers’ Reflections500
- VIII. Conclusion502
- Appendix 1: Vignettes from Evan’s Experience with the Light Program of Study503
- Section III: A Lifespan Approach to Understanding Learning Disabilities511
- Chapter 15. Learning Dis/ability as the Intersection of Competing Discourses: Implications for Class513
- I. Introduction513
- II. Discursive Practices of Dis/Ability514
- III. Implications for the Classroom519
- IV. Implications for Parents (Caregivers)526
- V. Implications for Research528
- VI. Conclusions531
- Chapter 16. Adolescents with Learning Disabilities: Revisiting The Educator’s Enigma535
- I. Introduction535
- II. Historical Context537
- III. How Research Has Informed Practice541
- IV. Future Research558
- V. Conclusion559
- Chapter 17. Adults with Learning Disabilities565
- I. Introduction565
- II. Refocusing on Adults with LD: An Historical Overview566
- III. LD from a Lifespan Perspective567
- IV. Challenges Facing Adults with LD568
- V. Accounting for Individual Differences579
- VI. Programs and Interventions583
- VII. Reflection: Progress and Future Directions591
- Chapter 18. Understanding Learning Disabilities through a Father’s Perspective599
- Christine Greenhaw Mashburn Institute, 2000599
- Index613
Bernice Wong's Learning about Learning Disabilities was the first text to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Third Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and seven new chapters, coverage is both comprehensive and thorough, with three sections encompassing the research aspects of learning disabilities, the instructional aspects of learning disabilities, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults.
Chapters summarizing research on learning disabilities include coverage of ADHD, memory, language processing, social competence, self-regulation, and brain structures as they apply to learning disabilities. Chapters focusing on instructional aspects of learning disabilities include coverage of teaching literacy, reading comprehension, writing, and mathematics.
Readers will find Learning About Learning Disabilities, Third edition suitable for use as a reference source for researchers or a graduate level text.
Reviews from previous editions:
"An undergraduate text that strikes a careful balance between the intellectual (psychological) and practical aspects of learning disabilities."
—BOOK NEWS, INC.
"This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery."
—CHILD ASSESSMENT NEWS
"Learning About Learning Disabilities provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions."
—BRITISH JOURNAL OF SPECIAL EDUCATION
* Provides a balanced focus on both the conceptual and the practical aspects of learning disabilities.
* Research coverage more comprehensive and of greater depth than any other textbook about learning disabilities
* The work is distinctive in its treatment of such important areas as consultation skills and service delivery
Chapters summarizing research on learning disabilities include coverage of ADHD, memory, language processing, social competence, self-regulation, and brain structures as they apply to learning disabilities. Chapters focusing on instructional aspects of learning disabilities include coverage of teaching literacy, reading comprehension, writing, and mathematics.
Readers will find Learning About Learning Disabilities, Third edition suitable for use as a reference source for researchers or a graduate level text.
Reviews from previous editions:
"An undergraduate text that strikes a careful balance between the intellectual (psychological) and practical aspects of learning disabilities."
—BOOK NEWS, INC.
"This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery."
—CHILD ASSESSMENT NEWS
"Learning About Learning Disabilities provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions."
—BRITISH JOURNAL OF SPECIAL EDUCATION
* Provides a balanced focus on both the conceptual and the practical aspects of learning disabilities.
* Research coverage more comprehensive and of greater depth than any other textbook about learning disabilities
* The work is distinctive in its treatment of such important areas as consultation skills and service delivery