Learning about Learning Disabilities / Edition 1

Learning about Learning Disabilities / Edition 1

by Bernice Y. Wong
     
 

ISBN-10: 0127625305

ISBN-13: 9780127625300

Pub. Date: 09/28/1991

Publisher: Elsevier Science & Technology Books

Product Details

ISBN-13:
9780127625300
Publisher:
Elsevier Science & Technology Books
Publication date:
09/28/1991
Edition description:
Older Edition
Pages:
540
Product dimensions:
6.30(w) x 9.28(h) x 1.40(d)

Table of Contents

Contributorsxiii
Prefacexvii
Note to Studentsxix
Section IConceptual, Historical, and Research Aspects of Learning Disabilities
1.Learning Disabilities: Historical and Conceptual Issues
I.Current Status of the Field3
II.A Historical Perspective7
III.Current and Future Issues19
IV.Concluding Comments30
References31
2.Decision-Making and Curriculum-Based Assessment
I.Who Are Students with Learning Disabilities?40
II.A Perspective on Assessment52
References54
3.Attention Disorders
I.The Domain of Attention60
II.Scope and Sequence61
III.Why Is It Important to Study Attention Deficits?62
IV.What Do We Mean by an Attention Disorder and How Can It Be Measured?65
V.What Has Been Done in this Research Area?71
VI.Current Research Issues88
VII.Summary94
References96
4.Learning Disabilities and Memory
I.Introduction104
II.Information Processing104
III.Contemporary Research106
IV.Implications from Contemporary Memory Research for Instruction115
V.Principles of Strategy Instruction116
VI.Summary and Conclusion121
References122
5.Language Problems: A Key to Early Reading Problems
I.Introduction: The Link between Reading Problems and Language Problems130
II.Why Spoken Language Is So Critical to Readers131
III.Language Problems as Causes of Early Reading Problems137
IV.Some Plausible Origins of the Language Problems That Lead to Reading Problems148
V.Summary and Concluding Remarks153
References156
6.Visual Processes in Learning Disabilities
I.Introduction164
II.Visual Components in Reading and Writing165
III.Clinical Case Studies167
IV.Clinical and Neuropsychological Research171
V.Basic Experimental Research172
VI.Conclusions and Future Directions187
References189
7.Social Problems and Learning Disabilities
I.Rationale195
II.Scope and Objectives197
III.LD Students' Attitudes toward Themselves198
IV.Social Competence208
V.Communicative Competence218
VI.Teachers' Judgments and Classroom Behavior221
VII.The Last Word224
References224
8.The Relevance of Metacognition to Learning Disabilities
I.Rationale232
II.Scope and Sequence232
III.Metacognition: Definition, Aspects, and Characteristics233
IV.Origin of the Construct of Metacognition and Its Subsequent Application to Reading235
V.Metacognition and Effective Learning235
VI.Metacognition and Brown's Model238
VII.Metacognitive Skills and Efficient Reading239
VIII.Metacognition and Learning Disabilities240
IX.Metacognition in Students with Learning Disabilities243
X.Model of Metacognition246
XI.Research Issues252
XII.Teaching Implications: Metacognitive Assessment and Curricula253
XIII.Summary254
References255
Section IIAssessment and Instructional Aspects of Learning Disabilities
9.Early Reading and Instruction
I.What Is Reading?262
II.Where Do Disabled Readers Fail?263
III.Development of Reading Proficiency264
IV.General Instructional Recommendations266
V.More Specific Instructional Recommendations267
VI.Implementing Special Reading Instruction275
VII.Recommendations for Further Research277
VIII.Summary278
References278
10.Reading Comprehension Failure in Children
I.Introduction284
II.Comprehension Failure284
III.Effective Comprehension Instruction292
IV.Sustaining Effective Reading297
References303
11.Writing Instruction
I.Introduction310
II.The Nature of Writing310
III.Writing Problems of LD Students311
IV.A Process Approach to Writing312
V.Procedural Facilitation and Strategy Instruction318
VI.Methods for Improving Text Production Skills324
VII.Use of Technology330
VIII.What Else Can I Do?333
IX.What Not to Do334
X.The Challenge335
References337
12.Mathematics
I.Introduction346
II.Mathematics Instruction346
III.Difficulties in Mathematics353
IV.Assessment354
V.Instructional Methods358
VI.Textbooks369
VII.Issues370
VIII.Summary370
References371
13.Neuropsychology and Learning Disabilities
I.Introduction and Rationale376
II.Scope and Objectives377
III.Definitional Aspects377
IV.The Increased Demand for Neuropsychological Knowledge378
V.Standardized Neuropsychological Assessment: Purposes, Test Batteries, and Linkages to Teaching379
VI.Neurodiagnostic Advances and the Study of Learning Disabilities387
VII.Neuropsychological Subtyping Research and Relationships to Intervention392
VIII.Summary401
References402
14.Social Skills Enhancement in Students with Learning Disabilities
I.Scope and Objectives408
II.Overview of Social Skills409
III.Instructional Methods416
IV.Issues433
V.Summary436
References436
15.Collaborative Consultation
I.Introduction441
II.Why the Movement toward Collaborative Consultation?442
III.Definition of Collaboration and Consultation445
IV.Skills Needed for Effective Collaboration448
V.Potential Collaborative Roles454
VI.Collaborative Program Development458
VII.Conclusion: What Collaborative Consultation Is and What It Is Not459
References460
16.Issues in Service Delivery for Students with Learning Disabilities
I.Introduction466
II.Definitions of School Structures467
III.Place and Personnel Issues468
IV.Programmatic Issues471
V.The Importance of Consultation and Collaboration475
VI.Selecting the Appropriate Service Delivery Option477
VII.Conclusion477
References478
Section IIIUnderstanding Learning Disabilities through a Life-Span Approach
17.Learning Disabilities from a Developmental Perspective: Early Identification and Prediction
I.Introduction486
II.Conceptual and Methodological Issues487
III.Four Illustrative Longitudinal Studies489
IV.Generalizations from Longitudinal Studies494
V.Early Identification of Reading Problems496
VI.Implications for Identification and Prediction499
References501
18.Adolescents with Learning Disabilities
I.Understanding Adolescents with Learning Disabilities506
II.Understanding Setting Demands506
III.Promising Instructional Practices for Learning-Disabled Adolescents521
IV.Overview and Critique of Intervention Practices547
V.Closing Comments: The Good News and the Bad News554
References555
19.The Learning-Disabled Adult
I.Introduction564
II.Academic Achievement564
III.Cognitive Abilities570
IV.Personality and Behavior Traits572
V.Psychological-Emotional Problems572
VI.Social-Interpersonal Skills573
VII.Educational Attainments574
VIII.Employment Attainments575
IX.Independent Living Skills579
X.Critique of Research580
XI.Future Research Recommendations586
XII.Conclusions587
Author Index595
Subject Index617

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