Cover image for Essentials of specific learning disability identification
Title:
Essentials of specific learning disability identification
Personal Author:
Series:
Essentials of psychological assessment ; 82
Publication Information:
Hoboken, N.J. : Wiley, 2010
Physical Description:
xix, 411 p. : ill. ; 22 cm.
ISBN:
9780470587607
Abstract:
"This newest addition to the Essentials series presents the latest research and information from leading scholars and researchers in the field of learning disabilities. With multiple perspectives spanning several different theoretical orientations and offering several different approaches to SLD identification--from RTI methods to cognitive strengths and weaknesses approaches--this volume offers step-by-step information on accurately identifying learning disabilities. This is essential reading for professionals who work with children and youth who may be at risk for learning disabilities"-- Provided by publisher.
Added Author:

Available:*

Library
Item Barcode
Call Number
Material Type
Item Category 1
Status
Searching...
30000010262130 LC4704 F575 2010 Open Access Book Book
Searching...

On Order

Summary

Summary

Complete coverage on how SLD manifests in academic performance Expert advice on theory- and research-based approaches to SLD identification Conveniently formatted for rapid reference

Quickly acquire the knowledge and skills you need to accurately identify specific learning disabilities

Essentials of Specific Learning Disability Identification provides a brief overview examining the definitions and classification systems of--and methods for--identification of specific learning disabilities (SLDs). Focusing on descriptive efforts of the manifestations of SLDs in the academically critical areas of reading, writing, math, oral expression, and listening comprehension, this book features contributions by leading experts in the field, including Virginia Berninger, Steven Feifer, Jack Fletcher, Nancy Mather, Jack Naglieri, and more.

Like all the volumes in the Essentials of Psychological Assessment series, each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered.

With multiple perspectives spanning several different theoretical orientations and offering various approaches to SLD identification that can be put into practice right away--from RTI methods to cognitive strengths and weaknesses approaches--this book offers important content for professionals who work with children and youth at risk for learning disabilities. With a Foreword by Cecil Reynolds, Essentials of Specific Learning Disability Identification presents rich and up-to-date information on models and methods of SLD identification.


Author Notes

Dawn P. Flanagan, PhD, is Professor of Psychology and Director of the School Psychology Training Programs at St. John's University in Jamaica, New York, and Clinical Assistant Professor at the Yale Child Study Center, School of Medicine. She is the coauthor of several popular books in the Essentials series, including Essentials of WISC-IV Assessment, Second Edition, published by Wiley.
Vincent C. Alfonso, PhD, is Professor and Associate Dean for Academic Affairs in the Graduate School of Education at Fordham University, New York, New York. He is coauthor with Dawn Flanagan of Essentials of Cross-Battery Assessment and The Achievement Test Desk Reference: A Guide to Learning Disability Identification, now both in their second editions and published by Wiley.


Table of Contents

Marlene Sotelo-Dynega and Dawn P. Flanagan and Vincent C. AlfonsoSteven FeiferDavid C. Geary and Mary K. Hoard and Drew H. BaileyNancy Mather and Barbara J. WendlingElisabeth H. WiigJack M. Fletcher and Amy E. Barth and Karla K. StuebingJack A. NaglieriJames B. Hale and Kirby L. Wycoff and Catherine A. FiorelloVirginia W. BerningerDawn P. Flanagan and Vincent C. Alfonso and Jennifer T. MascoloSamuel O. Ortiz
Forewordp. xiii
Series Prefacep. xvii
Acknowledgmentsp. xix
1 Overview of Specific Learning Disabilitiesp. 1
2 How SLD Manifests in Readingp. 21
3 How SLD Manifests in Mathematicsp. 43
4 How SLD Manifests in Writingp. 65
5 How SLD Manifests in Oral Expression and Listening Comprehensionp. 89
6 A Response to Intervention (RTI) Approach to SLD Identificationp. 115
7 The Discrepancy/Consistency Approach to SLD Identification Using the PASS Theoryp. 145
8 RTI and Cognitive Hypothesis Testing for Identification and Intervention of Specific Learning Disabilities: The Best of Both Worldsp. 173
9 Evidence-Based Differential Diagnosis and Treatment of Reading Disabilities With and Without Comorbidities in Oral Language, Writing, and Math: Prevention, Problem-Solving Consultation, and Specialized Instructionp. 203
10 A CHC-based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methodsp. 233
11 Separating Cultural and Linguistic Differences (CLD) From Specific Learning Disability (SLD) in the Evaluation of Diverse Students: Difference or Disorder?p. 299
Referencesp. 327
Annotated Bibliographyp. 371
About the Editorsp. 375
About the Contributorsp. 377
Author Indexp. 379
Subject Indexp. 397