“From MVPs in the field, the third edition of this handbook should be required reading for researchers, teacher educators, and teachers. The volume addresses advances in topics covered in previous editions while introducing such timely topics as progress monitoring, preventing and ameliorating reading disabilities among English learners, trends in dyslexia legislation, and preparing teachers to provide evidence-based instruction for students with LD. The editors have pulled off an impressive feat by including a wide breadth of issues without sacrificing depth.”

—Jade Wexler, PhD, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park


“Okolo, Patton Terry, and Cutting continue in the tradition of Swanson et al. to provide a current, comprehensive picture of the field of LD. The third edition captures updated perspectives on genetics and neurobiology, language and cognitive processes, measurement and classification, instructional practices, educational technology, and policy. Notable new topics include MTSS and social–emotional learning, reflecting the field’s growing complexity and responsiveness to real-world educational challenges. Contributors thoughtfully examine the shift toward dimensional models of classification and emphasize the need for equitable access to high-quality instruction as a foundation for fair LD identification.”

—Nicole Landi, PhD, Department of Psychological Sciences, University of Connecticut