Learning about Learning Disabilities / Edition 1

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ISBN-10:: 0127625305
ISBN-13:: 9780127625300
Pub. Date:: 09/28/1991
Publisher:: Elsevier Science & Technology Books

ISBN-10:: 0127625305
ISBN-13:: 9780127625300
Pub. Date:: 09/28/1991
Publisher:: Elsevier Science & Technology Books

Learning about Learning Disabilities / Edition 1

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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)

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

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