Handbook of Learning Disabilities
Second Edition
HardcoverPaperbacke-bookprint + e-book
Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities (LD), their causes, and how individuals with these difficulties can be identified and helped to succeed. Best practices are described for supporting student performance in language arts, math, and other content areas. Contributors also identify general principles of effective instruction and review issues in service delivery within response-to-intervention (RTI) frameworks. The book critically examines the concepts and methods that guide LD research and highlights important directions for future investigation.
New to This Edition:
- Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI.
- Chapters on social cognitive, behavioral genetic, and neurobiological aspects.
- Chapters on adolescents and adults with LD.
- Chapters on spelling instruction, history instruction, and classroom technology applications.
- Chapter synthesizing 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis.
“This handbook is a useful resource for both those who are experienced in the field as well as those who are new to it. It is an excellent reference for any practitioner's library since it provides such a thorough overview of the LD field, and it would also serve well as a text for an introductory course in LD in teacher training programs.”
—Educational Review
“Swanson, Harris, and Graham accomplish an impressive feat with their handbook. They compile chapters by the most preeminent scholars in the field to create a text that is both comprehensive and accessible.”
—Education Libraries
“This volume provides a remarkable articulation of the LD field as both legitimate and worthy of study. Summing Up: Essential. Upper-division undergraduates and above.”
—Choice
“This text is a gathering of the great minds on learning disability....It should be present in every university library and will prove a very worthy text for postgraduate courses on learning disability....Excellent.”
—Australian Journal of Learning Disabilities
“An exceptionally solid and comprehensive volume from leading scholars in the field. The second edition presents major research findings characterized by increased scientific rigor and an integrative perspective, bringing together neuroscience, genetics, and behavior. Chapters consistently rely on an operational definition of learning disabilities that does not reflect discrepancy notions. This handbook should be required reading for school psychologists, graduate students, and LD researchers.”
—James E. Ysseldyke, PhD, Birkmaier Professor, Department of Educational Psychology, University of Minnesota
“Swanson, Harris, and Graham offer a comprehensive examination of LD that reflects the multidisciplinary nature of the field. They bring together researchers whose work addresses conceptual, neurological, instructional, and methodological trends and issues. The second edition provides up-to-date coverage of legal aspects of service delivery, as well as notable new chapters on single-case designs, the state of the science in LD, adults with LD, and more. This volume is well suited as a course text or professional reference.”
—Diane Pedrotty Bryant, PhD, Department of Special Education and Meadows Center for Preventing Educational Risk, University of Texas at Austin
“The chapters in this volume offer an authoritative summary and analysis of core issues related to theory and practice in the LD field. The book should be required reading for all advanced students in the field. It is an indispensable graduate text and resource for scholars.”
—C. Addison Stone, PhD, School of Education (Emeritus), University of Michigan
“The
Handbook has been the go-to source for a reliable, scholarly, in-depth treatment of major topics in the LD field for the past decade. Much has changed during this period, however, and the second edition is timely and welcome. New topics such as RTI and computer-based approaches to instruction are introduced and older topics—such as the preeminence of phonologic processing in successful reading—are revisited. This volume is an essential addition to the reference libraries of advanced students and clinical professionals alike.”
—Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s Hospital and Harvard Medical School
Table of Contents
I. Foundations and Current Perspectives
1. Overview of Foundations, Causes, Instruction, and Methodology in the Field of Learning Disabilities, H. Lee Swanson, Karen R. Harris, & Steve Graham
2. A Brief History of the Field of Learning Disabilities, Daniel P. Hallahan, Paige C. Pullen, & Devery Ward
3. Classification and Definition of Learning Disabilities: A Hybrid Model, Jack M. Fletcher, Karla K. Stuebing, Robin D. Morris, & G. Reid Lyon
4. Learning Disabilities and the Law, Cynthia M. Herr & Barbara D. Bateman
5. Linguistically Diverse Students’ Reading Difficulties: Implications for Models of Learning Disabilities Identification and Effective Instruction, Nonie K. Lesaux & Julie Russ Harris
6. Adults with Learning Disabilities: Factors Contributing to Persistence, Noel Gregg
7. From FAPE to FEPE: Toward an Excellent Public Education for Children and Youth with Learning Disabilities, Deborah L. Speece, Kimberly Palombo, & Jamey Burho
8. The State of the Science in Learning Disabilities: Research Impact on the Field from 2001 to 2011, G. Reid Lyon & Beverly Weiser
II. Causes and Behavioral Manifestations
9. Attention-Deficit/Hyperactivity Disorder, Executive Function, and Reading Comprehension: Different but Related, Martha B. Denckla, Laura A. Barquero, Esther R. Lindström, Sabrina L. Benedict, Lindsay M. Wilson, & Laurie E. Cutting
10. Rapid Automatized Naming and Reading: A Review, George K. Georgiou & Rauno Parrila
11. Basic Cognitive Processes and Reading Disabilities, Linda S. Siegel & Silvia Mazabel
12. Memory Difficulties in Children and Adults with Learning Disabilities, H. Lee Swanson & Xinhua Zheng
13. Learning Disabilities in Mathematics: Recent Advances, David C. Geary
14. Language Processes: Characterization and Prevention of Language-Learning Disabilities, Mary Beth Schmitt, Laura M. Justice, & Jill M. Pentimonti
15. Social Cognition of Children and Adolescents with Learning Disabilities: Intrapersonal and Interpersonal Perspectives, Michal Al-Yagon & Malka Margalit
16. Behavioral Genetics, Learning Abilities, and Disabilities, Stephen A. Petrill
17. Diagnosing and Treating Specific Learning Disabilities in Reference to the Brain’s Working Memory System, Virginia W. Berninger & H. Lee Swanson
III. Domain-Specific Instruction/Intervention Research
18. Word Identification Difficulties in Children and Adolescents with Reading Disabilities: Intervention Research Findings, Maureen W. Lovett, Roderick W. Barron, & Jan C. Frijters
19. Developing a New Intervention to Teach Text Structure at the Elementary Level, Joanna P. Williams & Lisa S. Pao
20. Reading Comprehension for Adolescents with Significant Reading Problems, Sharon Vaughn, Elizabeth Swanson, & Michael Solis
21. Instructional Intervention for Students with Mathematics Learning Disabilities, Lynn S. Fuchs, Douglas Fuchs, Robin F. Schumacher, & Pamela M. Seethaler
22. The Writing of Students with Learning Disabilities, Meta-Analysis of SRSD Writing Intervention Studies, and Future Directions: Redux, Steve Graham, Karen R. Harris, & Debra McKeown
23. Classroom Spelling Interventions for Students with Learning Disabilities, T. F. McLaughlin, Kimberly P. Weber, & K. Mark Derby
24. Science and Social Studies Education for Students with Learning Disabilities, Thomas E. Scruggs & Margo A. Mastropieri
25. History Instruction for Students with Learning Disabilities, Cynthia M. Okolo & Ralph P. Ferretti
IV. General Instructional Models
26. Direct Instruction as Eo nomine and Contronym: Why the Right Words and the Details Matter, Edward J. Kame’enui, Hank Fien, & Jaan Korgesaar
27. Cooperative Learning for Students with Learning Disabilities: Advice and Caution Derived from the Evidence, Rollanda E. O'Connor & Joseph R. Jenkins
28. Data-Based Individualization as a Means of Providing Intensive Instruction to Students with Serious Learning Disorders, Douglas Fuchs, Kristen L. McMaster, Lynn S. Fuchs, & Stephanie Al Otaiba
29. The Sociocultural Model as a Framework in Instructional Intervention Research, Carol Sue Englert & Troy Mariage
30. Technology Applications for Improving Literacy: A Review of Research, Charles A. MacArthur
V. Measurement and Methodology
31. Design for Learning Disabilities Experimental and Quasi-Experimental Research, Victor L. Willson & William H. Rupley
32. Single-Case Design Intervention Research: Applications in the Learning Disabilities Field, Thomas R. Kratochwill, Margaret R. Altschaefl, Brittany J. Bice-Urbach, & Jacqueline M. Kawa
33. Meta-Analysis of Research on Children with Learning Disabilities, H. Lee Swanson
34. Making a Hidden Disability Visible: What Has Been Learned from Neurobiological Studies of Dyslexia, Sally E. Shaywitz & Bennett A. Shaywitz
35. “Taking a Handful of World”: Qualitative Research in Learning Disabilities, Brooke Moore, Janette Klingner, & Beth Harry
About the Editors
H. Lee Swanson, PhD, is Distinguished Professor of Educational Psychology/Special Education and holds an endowed chair at the University of California, Riverside. He is Editor-in-Chief of the
Journal of Learning Disabilities and was the founding editor of
Learning and Individual Differences. Widely published, Dr. Swanson has received research awards from the American Educational Research Association, the International Academy for Research in Learning Disabilities, and the Council for Learning Disabilities. His primary research interests are in the areas of intelligence, memory, mathematics, reading, and dynamic assessment as they apply to children with LD.
Karen R. Harris, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University; she shares this professorship with Steve Graham. Dr. Harris has worked in the field of education for over 35 years as a teacher, teacher educator, and researcher. She is the former editor of the
Journal of Educational Psychology and is an associate editor of the American Psychological Association's open-access online journal
Archives of Scientific Psychology. Her research focuses on theoretically based interventions for the development of academic and self-regulation abilities among students who are at risk for or have severe learning challenges, including LD and attention-deficit/hyperactivity disorder. Dr. Harris and Steve Graham are coeditors of the Guilford series What Works for Special-Needs Learners.
Steve Graham, EdD, is the Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the
Journal of Educational Psychology. He has coedited several books, including
Handbook of Writing Research, Second Edition;
Handbook of Learning Disabilities, Second Edition; and
Best Practices in Writing Instruction, Second Edition; and is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the American Educational Research Association (AERA), and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He is a fellow of the AERA and the International Academy for Research in Learning Disabilities.
Contributors
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
Audience
Special and general educators, school psychologists, and literacy professionals at all grade levels; graduate students and instructors.
Course Use
May serve as a text in graduate-level courses.
Previous editions published by Guilford:
First Edition, © 2003
ISBN: 9781593853037
New to this edition:
- Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI.
- Chapters on social cognitive, behavioral genetic, and neurobiological aspects.
- Chapters on adolescents and adults with LD.
- Chapters on spelling instruction, history instruction, and classroom technology applications.
- Chapter synthesizing 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis.