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Learning about learning disabilities

Author: Bernice Y L Wong
Publisher: San Diego : Elsevier Academic Press, ©2004.
Edition/Format:   eBook : Document : English : 3rd edView all editions and formats
Database:WorldCat
Summary:
Bernice Wong's Learning about Learning Disabilities was the first text to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Third Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and seven new chapters, coverage is both comprehensive and thorough, with three sections  Read more...
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Genre/Form: Electronic books
Additional Physical Format: Print version:
Learning about learning disabilities.
San Diego : Elsevier Academic Press, ©2004
(DLC) 2004008886
(OCoLC)55008818
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Bernice Y L Wong
ISBN: 9780127625331 012762533X 9780080491707 0080491707
OCLC Number: 162577708
Description: 1 online resource (xix, 632 pages) : illustrations
Contents: section I. Conceptual, historical, and research aspects of learning disabilities --
1. Learning disabilities : an historical and conceptual overview / Joseph K. Torgesen --
I. Current status of the field --
II. A historical perspective --
III. Current and future issues --
IV. Concluding comments --
2. Learning disabilities and memory / H. Lee Swanson, John B. Cooney, John K. McNamara --
I. Introduction --
II. A historical perspective --
III. Contemporary research --
IV. Parallels to normal memory development --
V. Components and stages of information processing --
VI. Memory research in perspective --
VII. Trends in memory research --
VIII. Implications from contemporary memory research for instruction --
IX. Summary and conclusion --
3. Language processes and reading disabilities / Maureen Hoskyn --
I. Introduction --
II. Theoretical approaches to language acquisition --
III. Language and reading --
IV. Language, word recognition, and reading disabilities --
V. Sources of individual differences --
VI. Language, reading comprehension and reading disabilities --
VII. Future challenges --
4. Peer relationships and learning disabilities / Ruth Pearl, Mavis L. Donahue --
I. Introduction --
II. What are the characteristics of peer relationships of students with learning disabilities? --
III. What factors might be linked to the peer relationships of students with learning disabilities? --
IV. Future research directions --
5. Self-regulation among students with LD and ADHD / Karen R. Harris, Robert R. Reid, Steve Graham --
I. Defining and understanding self-regulation --
II. Theoretical bases for research on self-regulation --
III. Common self-regulation processes : application with students with LD and ADHD --
IV. Self-regulation and major dependent variables --
V. Factors influencing and influenced by self-regulation --
VI. Self-regulation of strategic performance --
VII. Conclusion --
6. The reading brain in children and youth : a systems approach / Virginia W. Berninger --
I. Brain as a functional system --
II. Important processes in the reading brain --
III. Imaging studies of children and youth with and without reading disabilities --
Summary of sections I, II, and III --
IV. Implications for assessment and instructional intervention. section II. Instructional aspects of learning disabilities --
7. Difficulties in reading comprehension for students with learning disabilities / Lorraine Graham, Anne Bellert --
I. Introduction --
II. Students' difficulties in reading comprehension --
III. Effective reading comprehension instruction --
IV. Future directions --
8. Writing instruction / Steve Graham, Karen R. Harris, Charles MacArthur --
Introduction --
I. Writing is critical to children's success in school and beyond --
II. What are the ingredients involved in learning to write --
III. The writing of students with LD --
IV. Principles of writing instruction --
V. Concluding comments --
9. Instructional interventions in mathematics for students with learning disabilities / Margo A. Mastropieri [and others] --
I. Introduction --
II. Learning disabilities and mathematics achievement --
III. Instruction referenced to NCTM standards --
IV. Interventions on computation skills --
V. Cognitive strategy instruction --
VI. Use of manipulatives --
VII. Studies involving peer mediation --
VIII. Discussion --
10. Social competence/social skills of students with learning disabilities : interventions and issues / Sharon Vaughn, Jane Sinagub, Ae-Hwa Kim --
I. Scope and objectives --
II. Overview of social competence/social skills --
III. Instructional method --
IV. Issues --
V. Future directions for social skills intervention research --
VI. Summary --
11. Strategic academic interventions for adolescents with learning disabilities / Martha J. Larkin, Edwin S. Ellis --
I. Introduction --
II. Empowerment strategies for academic success and independence --
III. Strategic instructional practices --
IV. Teaching high-impact strategies --
V. Conclusion --
12. Social competence of adolescents with learning disabilities : interventions and issues / Nancy L. Hutchinson, John G. Freeman, Derek H. Berg --
I. Introduction --
II. Review of descriptive studies of social competence of adolescents with LD --
III. Review of intervention research to enhance social competence of adolescents with LD --
IV. Informing the search for alternative approaches --
V. Implications for practice and research on social competence interventions --
VI. Summary and conclusion --
13. The science of schooling for students with learning disabilities : recommendations for service delivery linking practice with research / Jean B. Crockett --
I. Science and schooling for students with LD --
II. Identifying effective instruction for students with LD --
III. Are students with LD receiving specialized instruction designed to be effective? --
IV. Recommendations for service delivery that links practice with research --
14. A community of practice : implications for learning disabilities --
Annemarie Sullivan Palincsar, Jane N. Cutter, Shirley J. Magnusson --
I. Setting the stage : teaching in contemporary inclusive schools --
II. Constituting an educational community of practice --
III. Guided inquiry supporting multiple literacies (GIsML) --
IV. Concluding case studies in included students in GIsML instruction --
V. Constructing and analyzing the case studies --
VI. Linking teacher learning and student learning --
VII. The teachers' reflections --
VIII. Conclusion --
Appendix 1. Vignettes from Evan's experience with the light program of study. section III. A lifespan approach to understanding learning disabilities --
15. Learning dis/ability as the intersection of competing discourses : implications for classrooms, parents, and research / D. Kim Reid, Jan Weatherly Valle --
I. Introduction --
II. Discursive practices of dis/ability --
III. Implications for the classroom --
IV. Implications for parents (caregivers) --
V. Implications for research --
VI. Conclusions --
16. Adolescents with learning disabilities : revisiting The educator's enigma / B. Keith Lenz, Donald D. Deshler --
I. Introduction --
II. Historical context --
III. How research has informed practice --
IV. Future research --
V. Conclusion --
17. Adults with learning disabilities / Deborah L. Butler --
I. Introduction --
II. Refocusing on adults with LD : an historical overview --
III. LD from a lifespan perspective --
IV. Challenges facing adults with LD --
V. Accounting for individual differences --
VI. Programs and interventions --
VII. Reflection : progress and future directions --
18. Understanding learning disabilities through a father's perspective / J.D. Mashburn --
Christine Greenhaw Mashburn Institute, 2000.
Responsibility: edited by Bernice Y.L. Wong.
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Focuses on the intellectual, conceptual, and practical aspects of learning disabilities. This work covers the research aspects of learning disabilities, the instructional aspects of learning  Read more...

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Praise for the Previous Edition: "Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly Read more...

 
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    schema:description "Bernice Wong's Learning about Learning Disabilities was the first text to give equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Third Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and seven new chapters, coverage is both comprehensive and thorough, with three sections encompassing the research aspects of learning disabilities, the instructional aspects of learning disabilities, and the issues germane to different age ranges of the learning disabled: children, adolescents, and adults. Chapters summarizing research on learning disabilities include coverage of ADHD, memory, language processing, social competence, self-regulation, and brain structures as they apply to learning disabilities. Chapters focusing on instructional aspects of learning disabilities include coverage of teaching literacy, reading comprehension, writing, and mathematics. Readers will find Learning About Learning Disabilities, Third edition suitable for use as a reference source for researchers or a graduate level text. Reviews from previous editions: "An undergraduate text that strikes a careful balance between the intellectual (psychological) and practical aspects of learning disabilities." BOOK NEWS, INC. "This text provides a balanced focus on both the conceptual and practical aspects of learning disabilities. Its research coverage is more comprehensive and of greater depth than any other LD textbook, and it is distinctive in its treatment of such important areas as consultation skills and service delivery." CHILD ASSESSMENT NEWS "Learning About Learning Disabilities provides a broad overview of some important issues in relation to the education and development of pupils with learning disabilities ... Wong has succeeded in providing detailed descriptions and comments within a book which covers a broad range of topics. Without exception the chapters are clearly written and accessible, and many provide the reader with challenging ideas and practical suggestions." BRITISH JOURNAL OF SPECIAL EDUCATION * Provides a balanced focus on both the conceptual and the practical aspects of learning disabilities. * Research coverage more comprehensive and of greater depth than any other textbook about learning disabilities * The work is distinctive in its treatment of such important areas as consultation skills and service delivery."@en ;
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