Learning About Learning Disabilities

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ISBN: 9780127625300 | 0127625305
Cover: Hardcover
Copyright: 8/1/1991

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This is the first textbook to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. Topical coverage is both comprehensive and thorough, and the information presented is up-to-date. Provides a balanced focus on both the conceptual and practical aspects of learning disabilities (LD)**The research covered is far more comprehensive and of greater depth than any other LD textbook**The work is distinctive in its treatment of such important areas as consultation skills and service delivery

Contributors	p. xiii
Preface	p. xvii
Note to Students	p. xix
Conceptual, Historical, and Research Aspects of Learning Disabilities
Learning Disabilities: Historical and Conceptual Issues
Current Status of the Field	p. 3
A Historical Perspective	p. 7
Current and Future Issues	p. 19
Concluding Comments	p. 30
References	p. 31
Decision-Making and Curriculum-Based Assessment
Who Are Students with Learning Disabilities?	p. 40
A Perspective on Assessment	p. 52
References	p. 54
Attention Disorders
The Domain of Attention	p. 60
Scope and Sequence	p. 61
Why Is It Important to Study Attention Deficits?	p. 62
What Do We Mean by an Attention Disorder and How Can It Be Measured?	p. 65
What Has Been Done in this Research Area?	p. 71
Current Research Issues	p. 88
Summary	p. 94
References	p. 96
Learning Disabilities and Memory
Introduction	p. 104
Information Processing	p. 104
Contemporary Research	p. 106
Implications from Contemporary Memory Research for Instruction	p. 115
Principles of Strategy Instruction	p. 116
Summary and Conclusion	p. 121
References	p. 122
Language Problems: A Key to Early Reading Problems
Introduction: The Link between Reading Problems and Language Problems	p. 130
Why Spoken Language Is So Critical to Readers	p. 131
Language Problems as Causes of Early Reading Problems	p. 137
Some Plausible Origins of the Language Problems That Lead to Reading Problems	p. 148
Summary and Concluding Remarks	p. 153
References	p. 156
Visual Processes in Learning Disabilities
Introduction	p. 164
Visual Components in Reading and Writing	p. 165
Clinical Case Studies	p. 167
Clinical and Neuropsychological Research	p. 171
Basic Experimental Research	p. 172
Conclusions and Future Directions	p. 187
References	p. 189
Social Problems and Learning Disabilities
Rationale	p. 195
Scope and Objectives	p. 197
LD Students' Attitudes toward Themselves	p. 198
Social Competence	p. 208
Communicative Competence	p. 218
Teachers' Judgments and Classroom Behavior	p. 221
The Last Word	p. 224
References	p. 224
The Relevance of Metacognition to Learning Disabilities
Rationale	p. 232
Scope and Sequence	p. 232
Metacognition: Definition, Aspects, and Characteristics	p. 233
Origin of the Construct of Metacognition and Its Subsequent Application to Reading	p. 235
Metacognition and Effective Learning	p. 235
Metacognition and Brown's Model	p. 238
Metacognitive Skills and Efficient Reading	p. 239
Metacognition and Learning Disabilities	p. 240
Metacognition in Students with Learning Disabilities	p. 243
Model of Metacognition	p. 246
Research Issues	p. 252
Teaching Implications: Metacognitive Assessment and Curricula	p. 253
Summary	p. 254
References	p. 255
Assessment and Instructional Aspects of Learning Disabilities
Early Reading and Instruction
What Is Reading?	p. 262
Where Do Disabled Readers Fail?	p. 263
Development of Reading Proficiency	p. 264
General Instructional Recommendations	p. 266
More Specific Instructional Recommendations	p. 267
Implementing Special Reading Instruction	p. 275
Recommendations for Further Research	p. 277
Summary	p. 278
References	p. 278
Reading Comprehension Failure in Children
Introduction	p. 284
Comprehension Failure	p. 284
Effective Comprehension Instruction	p. 292
Sustaining Effective Reading	p. 297
References	p. 303
Writing Instruction
Introduction	p. 310
The Nature of Writing	p. 310
Writing Problems of LD Students	p. 311
A Process Approach to Writing	p. 312
Procedural Facilitation and Strategy Instruction	p. 318
Methods for Improving Text Production Skills	p. 324
Use of Technology	p. 330
What Else Can I Do?	p. 333
What Not to Do	p. 334
The Challenge	p. 335
References	p. 337
Mathematics
Introduction	p. 346
Mathematics Instruction	p. 346
Difficulties in Mathematics	p. 353
Assessment	p. 354
Instructional Methods	p. 358
Textbooks	p. 369
Issues	p. 370
Summary	p. 370
References	p. 371
Neuropsychology and Learning Disabilities
Introduction and Rationale	p. 376
Scope and Objectives	p. 377
Definitional Aspects	p. 377
The Increased Demand for Neuropsychological Knowledge	p. 378
Standardized Neuropsychological Assessment: Purposes, Test Batteries, and Linkages to Teaching	p. 379
Neurodiagnostic Advances and the Study of Learning Disabilities	p. 387
Neuropsychological Subtyping Research and Relationships to Intervention	p. 392
Summary	p. 401
References	p. 402
Social Skills Enhancement in Students with Learning Disabilities
Scope and Objectives	p. 408
Overview of Social Skills	p. 409
Instructional Methods	p. 416
Issues	p. 433
Summary	p. 436
References	p. 436
Collaborative Consultation
Introduction	p. 441
Why the Movement toward Collaborative Consultation?	p. 442
Definition of Collaboration and Consultation	p. 445
Skills Needed for Effective Collaboration	p. 448
Potential Collaborative Roles	p. 454
Collaborative Program Development	p. 458
Conclusion: What Collaborative Consultation Is and What It Is Not	p. 459
References	p. 460
Issues in Service Delivery for Students with Learning Disabilities
Introduction	p. 466
Definitions of School Structures	p. 467
Place and Personnel Issues	p. 468
Programmatic Issues	p. 471
The Importance of Consultation and Collaboration	p. 475
Selecting the Appropriate Service Delivery Option	p. 477
Conclusion	p. 477
References	p. 478
Understanding Learning Disabilities through a Life-Span Approach
Learning Disabilities from a Developmental Perspective: Early Identification and Prediction
Introduction	p. 486
Conceptual and Methodological Issues	p. 487
Four Illustrative Longitudinal Studies	p. 489
Generalizations from Longitudinal Studies	p. 494
Early Identification of Reading Problems	p. 496
Implications for Identification and Prediction	p. 499
References	p. 501
Adolescents with Learning Disabilities
Understanding Adolescents with Learning Disabilities	p. 506
Understanding Setting Demands	p. 506
Promising Instructional Practices for Learning-Disabled Adolescents	p. 521
Overview and Critique of Intervention Practices	p. 547
Closing Comments: The Good News and the Bad News	p. 554
References	p. 555
The Learning-Disabled Adult
Introduction	p. 564
Academic Achievement	p. 564
Cognitive Abilities	p. 570
Personality and Behavior Traits	p. 572
Psychological-Emotional Problems	p. 572
Social-Interpersonal Skills	p. 573
Educational Attainments	p. 574
Employment Attainments	p. 575
Independent Living Skills	p. 579
Critique of Research	p. 580
Future Research Recommendations	p. 586
Conclusions	p. 587
Author Index	p. 595
Subject Index	p. 617
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