The ABCs of learning disabilities

The ABCs of Learning Disabilities, Second Edition , discusses major research findings on learning disabilities in children, adolescents and adults in language, memory, social skills, self-regulation, reading, mathematics, and writing, with an additional chapter on assessment. This concise primer is intended for use as an undergraduate introductory text to the field. Written with an evenness of tone, breadth, and depth, the conveys an engaging style meant to encourage the beginning student to identify the "big picture" and to be interested in conceptual issues as well as research findings.

Author Notes

Bernice Y. L. Wong, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada
Lorraine Graham, School of Educational Studies, University of New England, Armidale, Australia
Maureen hoskyn, Faculty of Education, Simon Fraser University, Burnaby, British Columbia, Canada
Jeanette Berman, Communications and Education Department, University of Canberra, ACT, Australia

Preface	p. xi
1 Learning Disabilities: From Past to Present	p. 1
The Influence of Europe (1800-1920)	p. 1
The Influence of America (1920-1960)	p. 3
The Rise and Consolidation of the Learning Disabilities Field (1963-1985)	p. 7
Definitions of Learning Disabilities	p. 8
Some Additional Points	p. 10
Etiology	p. 13
Genetic Contributions to Reading and Writing Disabilities	p. 14
Attention Deficit Hyperactivity Disorder (ADHD)	p. 15
Characteristics of Children, Adolescents, and Adults with Learning Disabilities	p. 17
Achievements in the Learning Disabilities Field	p. 19
Winds of Change	p. 21
Critique of RTI	p. 27
Summary	p. 32
References	p. 32
2 Language and Learning Disabilities	p. 37
What Is Language?	p. 38
How does Children's Language Develop?	p. 40
Early Language Development and Learning Disabilities	p. 43
Communication of Children with Learning Disabilities	p. 46
Phonology	p. 47
The Timing Hypothesis	p. 49
Morphology	p. 51
Lexical Knowledge and Access	p. 53
Syntax	p. 54
Discourse	p. 55
Summary	p. 55
References	p. 57
3 Working Memory and Learning Disabilities	p. 63
Working Memory and Learning Disabilities	p. 63
The Construct of Working Memory	p. 64
Theories of Working Memory and Working Memory Development	p. 65
Constructivist Theories of Working Memory Development	p. 66
Information Processing Models and Learning Disabilities	p. 70
Summary	p. 81
References	p. 82
4 Social Dimensions of Learning Disabilities	p. 89
Introduction	p. 89
The Beginning	p. 89
Social Cognitive Problems	p. 101
Self-Understanding	p. 108
Loneliness	p. 114
The Risk and Resilience Theoretical Framework	p. 117
Social Competence Interventions	p. 121
Future Directions for Research	p. 127
Summary	p. 129
References	p. 129
5 Self-Regulation and Learning Disabilities	p. 133
Characteristics of the Whole Learner	p. 133
Components of Self-Regulated Learning	p. 134
Self-Regulation and Learning Disabilities: A Summary	p. 143
Assessment of Aspects of Self-Regulation	p. 144
Instructional Approaches	p. 146
Cognitive Education	p. 146
General Classroom Instruction for Self-Regulation	p. 147
Concluding Comments and Continuing Questions	p. 147
Summary	p. 149
References	p. 149
6 Assessment for Learning	p. 153
A Classroom Framework for Assessment	p. 154
Why Assess Learning?	p. 155
What Are We Assessing?	p. 155
How Do We Assess Learning?	p. 156
Adapted Conventional Assessment Procedures	p. 159
Alternative Assessment Procedures	p. 160
Interpretation of Assessment Information	p. 166
Conclusions	p. 167
Summary	p. 170
References	p. 170
7 Reading	p. 175
Reading: Word Recognition	p. 175
Summary of Word Recognition Section	p. 178
Reading: Reading Comprehension	p. 178
Summary of Difficulties in Reading Comprehension Experienced by Students with Learning Disabilities	p. 183
Effective Reading Comprehension Instruction	p. 184
Implementing Effective Instructional Interventions for Students with Learning Disabilities	p. 185
Improving Students' Comprehension of Narrative Text	p. 186
Improving Students' Comprehension of Expository Text	p. 189
Conclusion	p. 192
Summary	p. 193
References	p. 194
8 Mathematics	p. 197
Mathematics	p. 197
What Is Mathematics?	p. 198
Mathematics Development and Communication	p. 200
Mathematics and Learning Disabilities	p. 204
Origins of Mathematics-Learning Disabilities	p. 206
Summary	p. 211
References	p. 213
9 Writing Instruction	p. 217
Prior Training	p. 231
Instructional Foci	p. 232
Training	p. 233
Summary	p. 255
References	p. 258
Appendix I	p. 260
Appendix II	p. 263
Author Index	p. 267
Subject Index	p. 277

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Table of Contents