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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.
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Table of Contents

Foreword xiii Series Preface xvii Acknowledgments xix One Overview of Specific Learning Disabilities 1Marlene Sotelo-Dynega, Dawn P. Flanagan, and Vincent C. Alfonso Two How SLD Manifests in Reading 21Steven Feifer Three How SLD Manifests in Mathematics 43David C. Geary, Mary K. Hoard, and Drew H. Bailey Four How SLD Manifests in Writing 65Nancy Mather and Barbara J. Wendling Five How SLD Manifests in Oral Expression and Listening Comprehension 89Elisabeth H. Wiig Six A Response to Intervention (RTI) Approach to SLD Identification 115Jack M. Fletcher, Amy E. Barth, and Karla K. Stuebing Seven The Discrepancy/Consistency Approach to SLD Identification Using the PASS Theory 145Jack A. Naglieri Eight RTI and Cognitive Hypothesis Testing for Identification and Intervention of Specific Learning Disabilities: The Best of Both Worlds 173James B. Hale, Kirby L. Wycoff, and Catherine A. Fiorello Nine 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 Instruction 203Virginia W. Berninger Ten A CHC-based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods 233Dawn P. Flanagan, Vincent C. Alfonso, and Jennifer T. Mascolo Eleven Separating Cultural and Linguistic Differences (CLD) From Specific Learning Disability (SLD) in the Evaluation of Diverse Students: Difference or Disorder? 299Samuel O. Ortiz References 327 Annotated Bibliography 371 About the Editors 375 About the Contributors 377 Author Index 379 Subject Index 397

About the Author

DAWN P. FLANAGAN, PhD, is Professor of Psychology andDirector of the School Psychology Training Programs at St. John'sUniversity in Jamaica, New York, and Clinical Assistant Professorat the Yale Child Study Center, School of Medicine. She is thecoauthor 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 Deanfor Academic Affairs in the Graduate School of Education at FordhamUniversity, New York, New York. He is coauthor with Dawn Flanaganof Essentials of Cross-Battery Assessment and TheAchievement Test Desk Reference: A Guide to Learning DisabilityIdentification, now both in their second editions and publishedby Wiley.

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