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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010264383 | LB1057 E94 2007 | Open Access Book | Book | Searching... |
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Summary
Summary
This uniquely integrative book brings together research on executive function processes from leaders in education, neuroscience, and psychology. It focuses on how to apply current knowledge to assessment and instruction with diverse learners, including typically developing children and those with learning difficulties and developmental disabilities. The role of executive function processes in learning is examined and methods for identifying executive function difficulties are reviewed. Chapters describe scientifically grounded models for promoting these key cognitive capacities at the level of the individual child, the classroom, and the entire school. Implications for teaching particular content areas--reading, writing, and math--are also discussed.
Author Notes
Lynn Meltzer, PhD, is cofounder and codirector of the Institutes for Learning and Development (ILD and ResearchILD) in Lexington, Massachusetts.
Reviews 1
Choice Review
Meltzer, editor of this volume, is the director of assessment and research for the Institute for Learning and Development in Lexington, MA. She is also affiliated with Tufts University, and has long been active in the area of learning disabilities. This compilation of chapters addresses executive function and its importance in assuring academic success. Although students may possess academic potential, they may lack executive function, i.e., their inabilities to plan, organize, and prioritize materials and information; distinguish main ideas; monitor personal progress; and reflect on their work cause them to fail to perform at the level of their potential. The first section of this book addresses theoretical and conceptual frameworks related to executive function. The second section features the writings of experts who address the implementation of research in executive function in the assessment and treatment of students with language-based learning disabilities. In concluding chapters, approaches to teaching at the level of the child, classroom, and school are addressed. This text should help to narrow the gap between research and practice so that methods of identifying and teaching those students with executive function difficulties can be improved. Summing Up: Recommended. Upper-division undergraduates and graduate students. J. H. McNeill formerly, Azusa Pacific University
Table of Contents
| I Executive Function: Theoretical and Conceptual Frameworks | p. 1 |
| 1 Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities | p. 5 |
| 2 "Hill, Skill, and Will": Executive Function from a Multiple-intelligences Perspective | p. 19 |
| 3 Executive Capacities from a Developmental Perspective | p. 39 |
| 4 Connecting Cognitive Science and Neuroscience to Education: Potentials and Pitfalls in Inferring Executive Processes | p. 55 |
| II Executive Function Difficulties in Different Diagnostic Groups: Challenges of Identification and Treatment | p. 73 |
| 5 Executive Function Difficulties and Learning Disabilities: Understandings and Misunderstandings | p. 77 |
| 6 Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Teaching | p. 106 |
| 7 Executive Dysfunction in Autism Spectrum Disorders: From Research to Practice | p. 133 |
| III Interventions to Address Executive Function Processes | p. 161 |
| 8 Executive Function in the Classroom: Embedding Strategy instruction into Daily Teaching Practices | p. 165 |
| 9 Executive Control of Reading Comprehension in the Elementary School | p. 194 |
| 10 Addressing Executive Function Problems in Writing: An Example from the Self-Regulated Strategy Development Model | p. 216 |
| 11 The Strategic Math Classroom: Executive Function Processes and Mathematics Learning | p. 237 |
| 12 Teaching Metacognitive Strategies That Address Executive Function Processes within a Schoolwide Curriculum | p. 261 |
| 13 Deficits in Executive Function Processes: A Curriculum-Based Intervention | p. 287 |
| Index | p. 309 |
