Essentials of Specific Learning Disability Identification / Edition 1

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Overview

This newest addition to the Essentials series presents the latest research and information from leading scholars and researchers in the field of learning disabilities. With multiple perspectives spanning several different theoretical orientations and offering several different approaches to SLD identification-from RTI methods to cognitive strengths and weaknesses approaches-this volume offers step-by-step information on accurately identifying learning disabilities. This is essential reading for professionals who work with children and youth who may be at risk for learning disabilities.

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Product Details

  • ISBN-13: 9780470587607
  • Publisher: Wiley
  • Publication date: 11/30/2010
  • Series: Essentials of Psychological Assessment Series, #82
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 432
  • Sales rank: 242,642
  • Product dimensions: 5.40 (w) x 8.40 (h) x 1.30 (d)

Meet the Author

DAWN P. FLANAGAN, PhD, is Professor of Psychology andDirector of the School Psychology Training Programs at St. John'sUniversity in Jamaica, New York, and Clinical Assistant Professorat the Yale Child Study Center, School of Medicine. She is thecoauthor of several popular books in the Essentials series,including Essentials of WISC-IV Assessment, Second Edition,published by Wiley.

VINCENT C. ALFONSO, PhD, is Professor and Associate Deanfor Academic Affairs in the Graduate School of Education at FordhamUniversity, New York, New York. He is coauthor with Dawn Flanaganof Essentials of Cross-Battery Assessment and TheAchievement Test Desk Reference: A Guide to Learning DisabilityIdentification, now both in their second editions and publishedby Wiley.

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Table of Contents

Foreword xiii

Series Preface xvii

Acknowledgments xix

1 Overview of Specific Learning Disabilities Marlene Sotelo-Dynega Dawn P. Flanagan Vincent C. Alfonso 1

2 How SLD Manifests in Reading Steven Feifer 21

3 How SLD Manifests in Mathematics David C. Geary Mary K. Hoard Drew H. Bailey 43

4 How SLD Manifests in Writing Nancy Mather Barbara J. Wendling 65

5 How SLD Manifests in Oral Expression and Listening Comprehension Elisabeth H. Wiig 89

6 A Response to Intervention (RTI) Approach to SLD Identification Jack M. Fletcher Amy E. Barth Karla K. Stuebing 115

7 The Discrepancy/Consistency Approach to SLD Identification Using the PASS Theory Jack A. Naglieri 145

8 RTI and Cognitive Hypothesis Testing for Identification and Intervention of Specific Learning Disabilities: The Best of Both Worlds James B. Hale Kirby L. Wycoff Catherine A. Fiorello 173

9 Evidence-Based Differential Diagnosis and Treatment of Reading Disabilities With and Without Comorbidities in Oral Language, Writing, and Math: Prevention, Problem-Solving Consultation, and Specialized Instruction Virginia W. Berninger 203

10 A CHC-based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods Dawn P. Flanagan Vincent C. Alfonso Jennifer T. Mascolo 233

11 Separating Cultural and Linguistic Differences (CLD) From Specific Learning Disability (SLD) in the Evaluation of Diverse Students: Difference or Disorder? Samuel O. Ortiz 299

References 327

Annotated Bibliography 371

About the Editors 375

About the Contributors 377

Author Index 379

Subject Index 397

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