Literacy and Learning

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Among the most commonly reported characteristics of individuals with learning and behavioral disabilities are significant and persistent problems with literacy acquisition. Long held to be a defining characteristic of many students with learning disabilities, research has also revealed significant deficits among children and youth with behavioral disabilities in all aspects of literacy acquisition and performance. Fortunately, applied research has revealed a number of methods for facilitating literacy learning among individuals with learning and behavioral disabilities. Included in this volume are chapters from a group of internationally prominent authors, addressing important issues in the conceptualizing, assessing, and treating of problems in literacy. These chapters include conceptual factors in reading assessment, reading comprehension, and a critique of the "dyslexia" concept; implementation of Response to Intervention models for assessment and treatment of literacy deficits; applications for individuals with Attention Deficit Hyperactivity Disorder, strategy instruction, and reading instruction for English learners with learning disabilities. In addition, current research in writing for students with learning and behavioral disabilities is described, including chapters on contextual factors in writing disabilities, persuasive writing for students with emotional/behavioral disabilities, writing instruction for young children with disabilities, and peer-mediated writing strategies. The final chapter addresses the implications of research with exceptional individuals for general understanding of learning and cognition. This volume is intended to be of interest to clinicians, teachers, researchers, graduate students, and many others interested in literacy and learning of individuals with learning and behavioral disabilities.

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Table of Contents

List of Contributors vii

Response to Intervention: Treatment Validity and Implementation Challenges in the Primary and Middle Grades Stephanie Al Otaiba Mary Beth Calhoon Jeanne Wanzek 1

The Role of Context in the Assessment of "Unresponsiveness" Within Responsiveness-To-Intervention: The "Relative Slope-Difference Discrepancy Model" (RSDDM) Georgios D. Sideridis Susana Padeliadu Faye Antoniou 29

Literacy Supports for Adolescent Struggling Readers: Taking Action Through Comprehension Instruction Michael Faggella-Luby Patricia Sampson Graner 61

Developmental Dyslexia in a Transparent Orthography: A Study of Spanish Dyslexic Children Manuel Soriano Ana Miranda 95

Reading Comprehension: Unanswered Questions and Reading Instruction Challenges Solveig-Alma Halaas Lyster 115

A Longitudinal Study of the Impact of Effective Beginning Reading Instruction for English Learners: Literacy, Language, and Learning Disabilities Anne W. Graves 155

Writing: Underutilized for Young Children with Disabilities? M. Susan Burns Julie K. Kidd Tamara Genarro 175

Teaching Students with LD to Use Reading Comprehension Strategies Alison Gould Boardman Janette K. Klingner Amy L. Boelé Elizabeth Swanson 205

Persuading Students with Emotional Disabilities to Write: A Design Study Margo A. Mastropieri Thomas E. Scruggs Yojanna Cuenca-Sanchez Nancy Irby Sara Mills Linda Mason Richard Kubina 237

Components Affecting Expressive Writing in Typical and Disabled Writers Cesare Cornoldi Francesco Del Prete Anna Gallani Francesco Sella Anna Maria Re 269

Dyslexia: A Categorical Falsehood Without Validity or Utility Simon Gibbs Julian Elliott 287

The Study of Human Exceptionality: How it Informs Our Knowledge of Learning and Cognition Margo A. Mastropieri Thomas E. Scruggs 303

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