Wong Learning About Learning Disabilities

1. Auflage 2014
ISBN: 978-1-4832-9539-8
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 540 Seiten, Web PDF

This is the first textbook to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. Topical coverage is both comprehensive and thorough, and the information presented is up-to-date.Provides a balanced focus on both the conceptual and practical aspects of learning disabilities (LD)**The research covered is far more comprehensive and of greater depth than any other LD textbook**The work is distinctive in its treatment of such important areas as consultation skills and service delivery

Autoren/Hrsg.

Wong, Po-Zen

Wong, Bernice

Inhaltsverzeichnis

1;Front Cover;1
2;Learning about Learning Disabilities;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;Contributors;14
7;Preface;18
8;To the Student;20
9;SECTION I: Conceptual, Historical, and Research Aspects of Learning Disabilities;24
9.1;CHAPTER 1. Learning Disabilities: Historical and Conceptual Issues;26
9.1.1;I. CURRENT STATUS OF THE FIELD;26
9.1.2;II. A HISTORICAL PERSPECTIVE;30
9.1.3;III. CURRENT AND FUTURE ISSUES;42
9.1.4;IV. CONCLUDING COMMENTS;53
9.2;CHAPTER 2. Decision Making and Curriculum-Based Assessment;62
9.2.1;I. WHO ARE STUDENTS WITH LEARNING DISABILITIES?;63
9.2.2;II. A PERSPECTIVE ON ASSESSMENT;75
9.2.3;References;77
9.3;CHAPTER 3. Attention Disorders;82
9.3.1;I. THE DOMAIN OF ATTENTION;83
9.3.2;II. SCOPE AND SEQUENCE;84
9.3.3;III. WHY IS IT IMPORTANT TO STUDY ATTENTION DEFICITS?;85
9.3.4;IV. WHAT DO WE MEAN BY AN ATTENTION DISORDER AND HOW CAN IT BE MEASURED?;88
9.3.5;V, WHAT HAS BEEN DONE IN THIS RESEARCH AREA?;94
9.3.6;VI. CURRENT RESEARCH ISSUES;111
9.3.7;VII. PRACTICAL IMPLICATIONS OF THE RESEARCH ON ADHD;115
9.3.8;VII. SUMMARY;117
9.3.9;References;119
9.4;CHAPTER 4. Learning Disabilities and Memory;126
9.4.1;I. INTRODUCTION;127
9.4.2;II. INFORMATION PROCESSING;127
9.4.3;III. CONTEMPORARY RESEARCH;129
9.4.4;IV. IMPLICATIONS FROM CONTEMPORARY MEMORY RESEARCH FOR INSTRUCTION;138
9.4.5;V. PRINCIPLES OF STRATEGY INSTRUCTION;139
9.4.6;VI. SUMMARY AND CONCLUSION;144
9.4.7;References;145
9.5;CHAPTER 5. Language Problems: A Key to Early Reading Problems;152
9.5.1;I. INTRODUCTION: THE LINK BETWEEN READING PROBLEMS AND LANGUAGE PROBLEMS;153
9.5.2;II. WHY SPOKEN LANGUAGE IS SO CRITICAL TO READERS;154
9.5.3;III. LANGUAGE PROBLEMS AS CAUSES OF EARLY READING PROBLEMS;160
9.5.4;IV. SOME PLAUSIBLE ORIGINS OF THE LANGUAGE PROBLEMS THAT LEAD TO READING PROBLEMS;171
9.5.5;V. SUMMARY AND CONCLUDING REMARKS;176
9.5.6;Acknowledgments;179
9.5.7;References;179
9.6;CHAPTER 6. Visual Processes in Learning Disabilities;186
9.6.1;I. INTRODUCTION;187
9.6.2;II. VISUAL COMPONENTS IN READING AND WRITING;188
9.6.3;III. CLINICAL CASE STUDIES;190
9.6.4;IV. CLINICAL AND NEUROPSYCHOLOGICAL RESEARCH;194
9.6.5;V. BASIC EXPERIMENTAL RESEARCH;195
9.6.6;VI. CONCLUSIONS AND FUTURE DIRECTIONS;210
9.6.7;References;212
9.7;CHAPTER 7. Social Problems and Learning Disabilities;218
9.7.1;I. RATIONALE;218
9.7.2;II. SCOPE AND OBJECTIVES;220
9.7.3;III. LD STUDENTS' ATTITUDES TOWARD THEMSELVES;221
9.7.4;IV. SOCIAL COMPETENCE;231
9.7.5;V. COMMUNICATIVE COMPETENCE;241
9.7.6;VI. TEACHERS' JUDGMENTS AND CLASSROOM BEHAVIOR;244
9.7.7;VII THE LAST WORD;247
9.7.8;References;247
9.8;CHAPTER 8. The Relevance of Metacognition to Learning Disabilities;254
9.8.1;I. RATIONALE;255
9.8.2;II. SCOPE AND SEQUENCE;255
9.8.3;III. METACOGNITION: DEFINITION, ASPECTS, AND CHARACTERISTICS;256
9.8.4;IV· ORIGIN OF THE CONSTRUCT OF METACOGNITION AND ITS SUBSEQUENT APPLICATION TO READING;258
9.8.5;V. METACOGNITION AND EFFECTIVE LEARNING;258
9.8.6;VI. METACOGNITION AND BROWN'S MODEL;261
9.8.7;VII. METACOGNITIVE SKILLS AND EFFICIENT READING;262
9.8.8;VIII. METACOGNITION AND LEARNING DISABILITIES;263
9.8.9;IX. METACOGNITION IN STUDENTS WITH LEARNING DISABILITIES;266
9.8.10;X. MODEL OF METACOGNITION;269
9.8.11;XI. RESEARCH ISSUES;275
9.8.12;XII. TEACHING IMPLICATIONS: METACOGNITIVE ASSESSMENT AND CURRICULA;276
9.8.13;XIII. SUMMARY;277
9.8.14;Acknowledgments;278
9.8.15;References;278
10;SECTION II: Assessment and Instructional Aspects of Learning Disabilities;282
10.1;CHAPTER 9. Early Reading and Instruction;284
10.1.1;I. WHAT IS READING?;285
10.1.2;II. WHERE DO DISABLED READERS FAIL?;286
10.1.3;III. DEVELOPMENT OF READING PROFICIENCY;287
10.1.4;IV. GENERAL INSTRUCTIONAL RECOMMENDATIONS;289
10.1.5;V. MORE SPECIFIC INSTRUCTIONAL RECOMMENDATIONS;290
10.1.6;VI. IMPLEMENTING SPECIAL READING INSTRUCTION;298
10.1.7;VII. RECOMMENDATIONS FOR FURTHER RESEARCH;300
10.1.8;VIII. SUMMARY;301
10.1.9;References;301
10.2;CHAPTER 10. Reading Comprehension Failure in Children;306
10.2.1;I. INTRODUCTION;307
10.2.2;II. COMPREHENSION FAILURE;307
10.2.3;III. EFFECTIVE COMPREHENSION INSTRUCTION;315
10.2.4;IV. SUSTAINING EFFECTIVE READING;320
10.2.5;References;326
10.3;CHAPTER 11. Writing Instruction;332
10.3.1;I. INTRODUCTION;333
10.3.2;II. THE NATURE OF WRITING;333
10.3.3;III. WRITING PROBLEMS OF LD STUDENTS;334
10.3.4;IV. A PROCESS APPROACH TO WRITING;335
10.3.5;V. PROCEDURAL FACILITATION AND STRATEGY INSTRUCTION;341
10.3.6;VL METHODS FOR IMPROVING TEXT PRODUCTION SKILLS;347
10.3.7;VIL USE OF TECHNOLOGY;353
10.3.8;VIII. WHAT ELSE CAN I DO?;356
10.3.9;IX. WHAT NOT TO DO;357
10.3.10;X· THE CHALLENGE;358
10.3.11;References;360
10.4;CHAPTER 12. Mathematics;368
10.4.1;I. INTRODUCTION;369
10.4.2;II. MATHEMATICS INSTRUCTION;369
10.4.3;III. DIFFICULTIES IN MATHEMATICS;376
10.4.4;IV. ASSESSMENT;377
10.4.5;V. INSTRUCTIONAL METHODS;381
10.4.6;VI. TEXTBOOKS;392
10.4.7;VII. ISSUES;393
10.4.8;VIII. SUMMARY;393
10.4.9;References;394
10.5;CHAPTER 13. Neuropsychology and Learning Disabilities;398
10.5.1;I. INTRODUCTION AND RATIONALE;399
10.5.2;II. SCOPE AND OBJECTIVES;400
10.5.3;III. DEFINITIONAL ASPECTS;400
10.5.4;IV. THE INCREASED DEMAND FOR NEUROPSYCHOLOGICAL KNOWLEDGE;401
10.5.5;V. STANDARDIZED NEUROPSYCHOLOGICAL ASSESSMENT: PURPOSES, TEST BATTERIES, AND LINKAGES TO TEACHING;402
10.5.6;VI. NEURODIAGNOSTIC ADVANCES AND THE STUDY OF LEARNING DISABILITIES;410
10.5.7;VII. NEUROPSYCHOLOGICAL SUBTYPING RESEARCH AND RELATIONSHIPS TO INTERVENTION;415
10.5.8;VIII. SUMMARY;424
10.5.9;References;425
10.6;CHAPTER 14. Social Skills Enhancement in Students with Learning Disabilities;430
10.6.1;I. SCOPE AND OBJECTIVES;431
10.6.2;II. OVERVIEW OF SOCIAL SKILLS;432
10.6.3;III. INSTRUCTIONAL METHODS;439
10.6.4;IV· ISSUES;456
10.6.5;V· SUMMARY;459
10.6.6;References;459
10.7;CHAPTER 15. Collaborative Consultation;464
10.7.1;I. INTRODUCTION;464
10.7.2;II. WHY THE MOVEMENT TOWARD COLLABORATIVE CONSULTATION?;465
10.7.3;III. DEFINITION OF COLLABORATION AND CONSULTATION;468
10.7.4;IV. SKILLS NEEDED FOR EFFECTIVE COLLABORATION;471
10.7.5;V· POTENTIAL COLLABORATIVE ROLES;477
10.7.6;VL COLLABORATIVE PROGRAM DEVELOPMENT;481
10.7.7;VII. CONCLUSION: WHAT COLLABORATIVE CONSULTATION IS AND WHAT IT IS NOT;482
10.7.8;References;483
10.8;CHAPTER 16. Issues in Service Delivery for Students with Learning Disabilities;488
10.8.1;I. INTRODUCTION;489
10.8.2;II. DEFINITIONS OF SCHOOL STRUCTURES;490
10.8.3;III. PLACE AND PERSONNEL ISSUES;491
10.8.4;IV. PROGRAMMATIC ISSUES;494
10.8.5;V. THE IMPORTANCE OF CONSULTATION AND COLLABORATION;498
10.8.6;VI. SELECTING THE APPROPRIATE SERVICE DELIVERY OPTION;500
10.8.7;VIL CONCLUSION;500
10.8.8;References;501
11;SECTION III: Understanding Learning Disabilities through a Life-Span Approach;506
12;CHAPTER 17. Learning Disabilities from a Developmental Perspective: Early Identification and Prediction;508
12.1;I. INTRODUCTION;509
12.2;II. CONCEPTUAL AND METHODOLOGICAL ISSUES;510
12.3;III. FOUR ILLUSTRATIVE LONGITUDINAL STUDIES;512
12.4;IV. GENERALIZATIONS FROM LONGITUDINAL STUDIES;517
12.5;V. EARLY IDENTIFICATION OF READING PROBLEMS;519
12.6;VI. IMPLICATIONS FOR IDENTIFICATION AND PREDICTION;522
12.7;Acknowledgment;524
12.8;References;524
13;CHAPTER 18. Adolescents with Learning Disabilities;528
13.1;I. UNDERSTANDING ADOLESCENTS WITH LEARNING DISABILITIES;529
13.2;II. UNDERSTANDING SETTING DEMANDS;529
13.3;III. PROMISING INSTRUCTIONAL PRACTICES FOR LEARNING DISABLED ADOLESCENTS;544
13.4;IV. OVERVIEW AND CRITIQUE OF INTERVENTION PRACTICES;570
13.5;V. CLOSING COMMENTS: THE GOOD NEWS AND THE BAD NEWS;577
13.6;References;578
14;CHAPTER 19. The Learning-Disabled Adult;586
14.1;I. INTRODUCTION;587
14.2;II. ACADEMIC ACHIEVEMENT;587
14.3;III. COGNITIVE ABILITIES;593
14.4;IV. PERSONALITY AND BEHAVIOR TRAITS;595
14.5;V. PSYCHOLOGICAL-EMOTIONAL PROBLEMS;595
14.6;VI. SOCIAL-INTERPERSONAL SKILLS;596
14.7;VII. EDUCATIONAL ATTAINMENTS;597
14.8;VIII. EMPLOYMENT ATTAINMENTS;598
14.9;IX. INDEPENDENT LIVING SKILLS;602
14.10;X. CRITIQUE OF RESEARCH;603
14.11;XL FUTURE RESEARCH RECOMMENDATIONS;609
14.12;XII. CONCLUSIONS;610
14.13;XIII. IMPLICATIONS;611
14.14;References;613
15;Author Index;618
16;Subject Index;640