Handbook of Learning Disabilities

Second Edition

Edited by H. Lee Swanson, Karen R. Harris, and Steve Graham

HardcoverPaperbacke-bookprint + e-book
Hardcover
February 14, 2013
ISBN 9781462508495
Price: $119.00
716 Pages
Size: 7" x 10"
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Paperback
August 13, 2014
ISBN 9781462518685
Price: $59.00
716 Pages
Size: 7" x 10"
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e-book
February 14, 2013
PDF and ePub ?
Price: $59.00
716 Pages
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print + e-book
Paperback + e-Book (PDF and ePub) ?
Price: $118.00 $70.80
716 Pages
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bookProfessors: request an exam copy

Online-only color figures: View Figs. 17.1 and 17.2
Stephanie Al Otaiba, PhD, Department of Teaching and Learning,Southern Methodist University, Dallas, Texas

Margaret R. Altschaefl, BS, Department of Educational Psychology,University of Wisconsin–Madison, Madison, Wisconsin

Michal Al-Yagon, PhD, Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel

Laura A. Barquero, MS, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Roderick W. Barron, PhD, Department of Psychology, University of Guelph, Guelph, Ontario, Canada

Barbara D. Bateman, PhD, JD, Department of Special Education, University of Oregon, Eugene, Oregon

Sabrina L. Benedict, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington, Seattle, Washington

Brittany J. Bice, BS, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin

Jamey Burho, MA, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland

Laurie E. Cutting, PhD, Departments of Special Education, Psychology and Human Development, Radiology, and Pediatrics, Vanderbilt University, Nashville, Tennessee

Martha B. Denckla, MD, Kennedy Krieger Institute and Departments of Neurology, Pediatrics, and Psychiatry, Johns Hopkins University School of Medicine, Baltimore, Maryland

K. Mark Derby, PhD, Department of Special Education, Gonzaga University, Spokane, Washington

Carol Sue Englert, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan

Ralph P. Ferretti, PhD, School of Education, University of Delaware, Newark, Delaware

Hank Fien, PhD, Center on Teaching and Learning, College of Education, University of Oregon, Eugene, Oregon

Jack M. Fletcher, PhD, Department of Psychology, University of Houston, Houston Texas

Jan C. Frijters, PhD, Department of Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada

Douglas Fuchs, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Lynn S. Fuchs, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

David C. Geary, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri

George K. Georgiou, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada

Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona

Noel Gregg, PhD, Department of Special Education, University of Georgia, Athens, Georgia

Daniel P. Hallahan, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia

Julie Russ Harris, EdM, Graduate School of Education, Harvard University, Cambridge, Massachusetts

Karen R. Harris, PhD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona

Beth Harry, PhD, Department of Teaching and Learning, University of Miami, Coral Gables, Florida

Cynthia M. Herr, PhD, Department of Special Education, University of Oregon, Eugene, Oregon

Joseph R. Jenkins, PhD, College of Education, University of Washington, Seattle, Washington

Laura M. Justice, PhD, Department of Teaching and Learning, Ohio State University, Columbus, Ohio

Edward J. Kame'enui, PhD, Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon

Jacqueline M. Kawa, MA, School Psychology Program, University of Wisconsin–Madison, Madison, Wisconsin

Janette Klingner, PhD, Department of Educational Equity and Cultural Diversity, University of Colorado Boulder, Boulder, Colorado

Jaan Korgesaar, PhD, Institute of Education, University of Tartu, Tartu, Estonia

Thomas R. Kratochwill, PhD, School Psychology Program, University of Wisconsin–Madison, Madison, Wisconsin

Nonie K. Lesaux, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts

Esther R. Lindström, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Maureen W. Lovett, PhD, Department ofNeurosciences and Mental Health, The Hospital for Sick Children, and Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada

G. Reid Lyon, PhD, Center for Brain Health, Department of Brain and Behavior Sciences, University of Texas, Dallas, Dallas, Texas

Charles A. MacArthur, PhD, School of Education, University of Delaware, Newark, Delaware

Malka Margalit, PhD, Department of Behavior Sciences, Peres Academic Center, Rehovot, Israel

Troy Mariage, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan

Margo A. Mastropieri,PhD, Department of Division for Human Disabilities, George Mason University, Fairfax, Virginia

Silvia Mazabel, MA, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Debra McKeown, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia

T. F. McLaughlin, PhD, Department of Special Education, Gonzaga University, Spokane, Washington

Kristen L. McMaster, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota

Brooke Moore, MS, Department of Educational Psychology/Learning Sciences, University of Colorado Boulder, Boulder, Colorado

Robin D. Morris, PhD, Department of Psychology, Georgia State University, Atlanta, Georgia

Rollanda E. O'Connor, PhD, Graduate School of Education, University of California, Riverside, Riverside, California

Cynthia M. Okolo, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan

Kimberly Palombo, MA, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland

Lisa S. Pao, MA, Department of Human Development, Teachers College, Columbia University, New York, New York

Rauno Parrila, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada

Jill M. Pentimonti, PhD, Department of Teaching and Learning, Ohio State University, Columbus, Ohio

Stephen A. Petrill, PhD, Department of Psychology, Ohio State University, Columbus, Ohio

Paige C. Pullen, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia

William H. Rupley, PhD, Department of Teaching, Learning and Culture, Texas A&M University, College Station, Texas

Mary Beth Schmitt, MS, Department of Speech and Hearing Sciences, Ohio State University, Columbus, Ohio

Robin F. Schumacher, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Thomas E. Scruggs, PhD, Division of Special Education and Disability Research, Graduate School of Education, George Mason University, Fairfax, Virginia

Pamela M. Seethaler, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Bennett A. Shaywitz, MD, Department of Pediatrics, Yale University, New Haven, Connecticut

Sally E. Shaywitz, MD, Department of Pediatrics, Yale University, New Haven, Connecticut

Linda S. Siegel, PhD, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada

Michael Solis, PhD, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas

Deborah L. Speece, PhD, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland

Karla K. Stuebing, PhD, Department of Psychology, University of Houston Texas, Houston, Texas

Elizabeth Swanson, PhD, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas

H. Lee Swanson, PhD, Graduate Department of Education, University of California, Riverside, Riverside, California

Sharon Vaughn, PhD, The Meadows Center for Preventing Educational Risk and Department of Special Education, University of Texas at Austin, Austin, Texas

Devery Ward, PhD, Department of Reading Education and Special Education, Appalachian State University, Boone, North Carolina

Kimberly P. Weber, PhD, Department of Special Education, Gonzaga University, Spokane, Washington

Beverly Weiser, PhD, Institute of Evidenced-Based Education, Department of Teaching and Learning, Southern Methodist University, Dallas, Texas

Joanna P. Williams, PhD, Department of Human Development, Teachers College, Columbia University, New York, New York

Victor L. Willson, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas

Lindsay M. Wilson, MEd, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee



Xinhua Zheng, PhD, Graduate Department of Education, University of California, Riverside, Riverside, California