1. Introduction
2. Are Learning Disabilities Real?
3. Classification and Definition of Learning Disabilities: The
Problem of Identification
4. Assessment of Learning Disabilities
5. Effective Instruction for Students with Learning Disabilities: A
Multi-Tiered System of Supports
6. Word-Level Reading Disabilities (Dyslexia)
7. Text-Level Reading Disabilities (Specific Reading Comprehension
Disability)
8. Mathematics Disabilities: Calculation and Problem Solving
9. Written Expression Disabilities
10. The Problem of Automaticity
11. Translating the Results of Scientific Research into Educational
Practice
References
Index
Jack M. Fletcher, PhD, is the Hugh Roy and Lillie Cranz Cullen
Distinguished University Professor of Psychology at the University
of Houston. Since the 1970s, Dr. Fletcher, a child
neuropsychologist, has completed research on many issues related to
learning disabilities, including definition and classification,
neurobiological correlates, and intervention, and has written over
400 articles in peer-reviewed journals. He is Principal
Investigator of the Texas Center for Learning Disabilities, has
served on and chaired the Mental Retardation/Developmental
Disabilities study section of the National Institute of Child
Health and Human Development (NICHD), and is a former member of the
NICHD National Advisory Council and the President’s Commission on
Excellence in Special Education. He is a recipient of the Samuel
Torrey Orton Award from the International Dyslexia Association and
the Albert J. Harris Award from the International Literacy
Association. Dr. Fletcher is a past president of the International
Neuropsychological Society.
G. Reid Lyon, PhD, is Distinguished Scientist Emeritus in
Neuroscience and Cognition at the Center for Brain Health, The
University of Texas at Dallas. He is also Distinguished Professor
Emeritus at Southern Methodist University, where he served as
Associate Dean of the Annette Caldwell Simmons School of Education
and Human Development and Chair of the Department of Education
Policy and Leadership. He served on the Maternal and Child Health
study section of the National Institute of Child Health and Human
Development (NICHD) and chaired the NICHD Learning Disability
Research Centers Reading Development and Disorders study sections.
Dr. Lyon has published over 135 articles, books, and book chapters
addressing dyslexia, classification and definition of learning
disabilities, developmental neuroimaging, neurophysiological
correlates of reading interventions, and the development of gist
reasoning in adolescents. He is a recipient of the Director's Award
for Scientific Leadership in Neuroscience and Learning Disabilities
from the National Institutes of Health and of the Norman Geschwind
Memorial Lecture and the Samuel Torrey Orton Award from the
International Dyslexia Association.
Lynn S. Fuchs, PhD, is the Dunn Family Endowed Chair of
Psychoeducational Assessment, Special Education, and Human
Development at Vanderbilt University. She is among the most highly
cited researchers in the social sciences (according to Thomson
Reuters); has published more than 350 articles in peer-reviewed
journals; and serves on the editorial boards of many journals,
including the Journal of Educational Psychology, Scientific Studies
of Reading, Elementary School Journal, Journal of Learning
Disabilities, and Exceptional Children. Her research focuses on
classroom-based assessment as well as instructional methods for
students with reading disabilities and math disabilities. In
addition, Dr. Fuchs has conducted programmatic research on
assessment methods for enhancing instructional planning and on
instructional methods for improving reading and math outcomes for
students with learning disabilities.
Marcia A. Barnes, PhD, is Dunn Family Chair in Psychoeducational
Assessment in the Department of Special Education at Vanderbilt
University. Previously, she was Professor & H. E.
Hartfelder/Southland Corp Regents Chair in the Department of
Special Education and Associate Dean for Research and Graduate
Studies in the College of Education at The University of Texas at
Austin. Her research focuses on math and reading comprehension
disabilities in children with and without brain injuries. She also
studies the typical development of reading comprehension skills,
and has created several paradigms for assessing inference-making in
children. Dr. Barnes has published 120 peer-reviewed papers,
chapters, and books. She is a member of the editorial board of the
Journal of Learning Disabilities and the Journal of Educational
Psychology and has served on several national grant review panels
in the United States and Canada.
"This important work is elegantly crafted by authors who have made
significant contributions to research and practice and who are
committed to evidence-based solutions to the many challenges
associated with diagnosis, assessment, and treatment of LDs. The
updated second edition deals with the new discoveries at the
intersection of education, psychology, and neuroscience that have
been made at a staggering pace, as well as lively debates regarding
definitions and criteria setting. Not only is this book timely and
authoritative, but it also makes a real contribution to helping us
understand where the field is now and where we need to go next. I
consider this to be a 'must read' volume for researchers,
educators, policymakers, and all others concerned with improving
outcomes for children who struggle in the classroom and
beyond."--Kenneth R. Pugh, PhD, President and Director of Research,
Haskins Laboratories; Department of Psychology, University of
Connecticut; Department of Linguistics, Yale University
"There are so many books and so little time--yet this one, I assure
you, is worth your precious time. Whether your primary interest is
teacher training, research, or classroom practice, this book
provides the knowledge you need. Building on the exemplary first
edition, the second edition features current research on all
domains of LDs (math, word reading, writing, reading comprehension)
and expanded practical guidance for implementing research-based
practices across the grade span. It explains best practices in
instruction and assessment in the context of current special and
general education policy."--Sharon Vaughn, PhD, Executive Director,
Meadows Center for Preventing Educational Risk, and Manuel J.
Justiz Endowed Chair in Education, The University of Texas at
Austin
"Scientific knowledge of LDs has greatly expanded in the dozen
years since the first edition was published. The second edition
includes a wealth of current information on the types and
manifestations of LDs, neurobiological underpinnings, and effective
interventions. The coverage is comprehensive; findings are
evaluated in terms of the adequacy of their methods and distilled
into meaningful summaries of key facets and instructional
principles. The many tables and figures underscore important themes
and enhance the book’s utility as a professional resource and core
text. Beyond its value in updating scientific progress in the
field, this work demonstrates both the promise and challenges of
broader-scale applications of evidence-based approaches.”--H. Gerry
Taylor, PhD, ABPP-CN, Center for Biobehavioral Health, Nationwide
Children’s Hospital Research Institute; Department of Pediatrics,
The Ohio State University
"I have been recommending the first edition of this book to every
graduate student I work with, and I look forward to continuing this
tradition with the second edition. I especially appreciate the new
chapter on the reality of LDs and the updated coverage of
interventions. Amid ongoing debates about definitions of LDs, the
research literature has at times seemed out of step with the
reality we see daily of individuals whose performance improves
substantially when provided suitable intervention and
accommodations. This second edition provides an authoritative
source for appropriate interventions."--Richard K. Wagner, PhD,
Robert O. Lawton Distinguished Professor of Psychology, Florida
State University; Associate Director, Florida Center for Reading
Research
"The LD field has never been more conceptually chaotic than it is
today--fortunately, the second edition of this seminal book
provides much-needed clarity. The authors present models for the
identification, prevention, and treatment of LDs that are practical
and well grounded in research. In addition to pointing out
effective approaches based on solid science, the authors also
identify common practices that lack support. This book is well
suited for preservice trainees and for practitioners who hope to
further develop their skills. The second edition addresses the role
of MTSS and provides additional information about dyslexia, both of
which are important topics in practice today. It should be widely
read and used to improve the lives of children with LDs."--Matthew
K. Burns, PhD, Rose and Irving Fein Endowed Professor of Special
Education, University of Florida; Assistant Director, University of
Florida Literacy Institute
"This second edition is the definitive source for teachers,
administrators, and researchers on evidence-based practices for
teaching academic skills to students with LDs. Its acclaimed
authors provide a detailed, compelling, and nuanced picture of LDs
and how to address their impact on students’ learning."--Steve
Graham, EdD, Warner Professor, Mary Lou Fulton Teachers College,
Arizona State University -Jack Fletcher and his colleagues have
written an impressively comprehensive textbook on [learning
disabilities] (LD), consisting of strong opinions and conclusions
along with a careful review of research to back them up. The
authors are all senior scholars in the LD field, and their ability
to synthesize findings from a vast literature is remarkable.
(Though this is a second edition of a book initially published in
2007, it is such a major expansion and revision that it is
essentially a different book.)…This is a textbook more than a
practitioner's manual, but practitioners would nonetheless benefit
from this accessible review of research and careful arguments for
evidence-based practice in LD.--NASP Communiqué, 5/1/2019ƒƒHighly
recommended. Upper-division undergraduates through practitioners.
(on the first edition)--Choice Reviews, 6/1/2007
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