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Handbook of Learning Disabilities

Second Edition

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

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February 14, 2013
ISBN 9781462508495
Price: $119.00
716 Pages
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August 13, 2014
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716 Pages
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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:

“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: