Learning Disabilities: From Identification to Intervention

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Guilford Press, Nov 15, 2006 - Education - 324 pages
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Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities. The authors--leading experts in neuropsychology and special education--present a unique model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors associated with these disorders. The volume addresses classification, assessment, and intervention for a range of disabilities involved in reading, mathematics, and written expression. With a focus on exploring the evolving scientific base of the field, as well as establishing effective educational practices, this book will serve as an essential text and an indispensable resource for school psychologists, neuropsychologists, special educators, and others who work with struggling learners.

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These authors are research authorities on reading based upon scientifically evidence based evidence of efficacy. They are the targets of politically motivated proponents rather than factually evidence based proponents of the predominantly used reading programs in the US. Tragically, it is those prevailing, but flawed programs that have led the US to its position of mediocre or worse status in teaching success for its children among the nations of the world. Our position is no secret. The stubborn under-performance of our readers is no secret. The negative review above is a political smear, not necessarily an accurate review. Unfortunately, laconic sound bites rather than complex, but accurate explanations too often win the political field over fact. 


History of the Field
Classification Definition and Identification
Assessment of Learning Disabilities
Word Recognition
Mathematics Disabilities
Written Expression Disabilities
Conclusions and Future Directions

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Page ix - Institute (its contents are solely the responsibility of the authors and do not necessarily represent the official views of the...
Page 276 - Barnes, MA, Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology, 61, 216-241.

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About the author (2006)

Jack M. Fletcher, PhD, is a Distinguished University Professor of Psychology at the University of Houston. His research interests focus on learning disabilities and brain injury in children, including definition and classification, neurobiological correlates, and intervention. He currently is Principal Investigator of a Learning Disability Research Center grant funded by the National Institute of Child Health and Human Development (NICHD). He was the 2003 recipient of the Samuel T. Orton Award from the International Dyslexia Association.
G. Reid Lyon, PhD, is the Executive Vice President for Research and Evaluation at Best Associates and Whitney International University, headquartered in Dallas, Texas. Prior to joining Best Associates, Dr. Lyon served as a research psychologist and the Chief of the Child Development and Behavior Branch within the NICHD, where he was responsible for the direction of research programs in developmental psychology, cognitive neuroscience, behavioral pediatrics, reading, and learning disorders. His research focuses on evidence-based education and learning differences and disabilities in children.
Lynn S. Fuchs, PhD, is Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University, where she also codirects the Kennedy Center Reading Clinic. Her research focuses on classroom-based assessment as well as instructional methods for students with reading disabilities and math disabilities.
Marcia A. Barnes, PhD, is an Associate Professor of Psychology and University Research Chair at the University of Guelph and Associate Professor of Pediatrics at the University of Toronto. Her research interests include the study of math and reading comprehension disabilities in children with and without brain injuries.

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