Learning Disabilities: From Identification to Intervention
Guilford Press, Nov 15, 2006 - Education - 324 pages
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.