Details

Autor(en) / Beteiligte

• Wong, Bernice
• Butler, Deborah

Titel

Learning about learning disabilities [electronic resource]

Auflage

4th ed

Link zum Volltext

• Elsevier Books AutoHoldings

Beschreibungen/Notizen

• Description based upon print version of record.
• Includes bibliographical references and index.
• Front Cover; Learning About Learning Disabilities; Copyright Page; Dedication; Contents; List of Contributors; Preface; Acknowledgments; 1 Classification and Identification of Learning Disabilities; Introduction; What Is a Learning Disability?; Exclusionary Criteria; Inclusionary Criteria; LD Is an Unobservable Construct; Classification Issues in LD; Categorical versus Dimensional Classifications; Neurological Models Of LD; Behavior Disorders Due to Intrinsic Factors; Dyslexia; Demise of the Concept of MBD; Cognitive Models; Emergence of the Concept of LD; LD and US Public Policy
• IQ-Achievement DiscrepancyOther Cognitive Discrepancy Approaches; Psychometric Issues Underlying Cognitive Discrepancy Methods; Instructional Models; Low Achievement Methods; Response to Intervention Methods; A Hybrid Approach to LD Identification; Conclusions; Acknowledgment; References; 2 Learning Disabilities and Memory; Introduction; A Historical Perspective; Understanding Memory Differences for Students with LD; Parallels to Normal Memory Development; Mapping Memory Components that Might Be Deficient for Students with LD; Short-Term Memory (STM); Working Memory; Executive System
• Phonological LoopVisual-Spatial Sketch Pad; Everyday Memory; Memory Intervention; Memory Strategies Serve Different Purposes; Good Memory Strategies for NLD Students are not Necessarily Good Strategies for Students with LD and Vice Versa; Effective Memory Strategies do not Necessarily Eliminate Processing Differences; The Strategies Taught are not Necessarily the Ones Used; Memory Strategies in Relation to a Student's Knowledge Base and Capacity; Comparable Memory Strategy May not Eliminate Performance Differences
• Memory Strategies Taught do not Necessarily become Transformed into Expert StrategiesStrategy Instruction Must Operate on the Law of Parsimony; Training WM Directly; Testing-the-Limits Studies; Summary and Conclusions; References; 3 Brain and Behavioral Response to Intervention for Specific Reading, Writing, and Math Disabilities: What Works for Whom?; Learning about the Brain; Defining Brain; Brain Geography; Brain Imaging Technologies; Systems Approach; Working Memory; Controlled and Automatic Processing; Nature-Nurture Interactions; Comparing Reading, Writing, and Math Brains
• Brain Differences of Individuals with and without SLDSReading; Writing; Math; Behavioral and Brain Response to Intervention (RTI); RTI as a Nature-Nurture Perspective; Behavioral RTI; Behavioral Reading RTI; Behavioral Writing RTI; Behavioral Math RTI; Brain Response to Intervention (RTI); Brain Reading RTI; Brain Writing RTI; Brain Math RTI; Individual, Developmental, Gender, Language, and Cultural Differences; Longitudinal Studies; Gender Differences; Language and Cultural Differences; Defining SLDs in Reading, Writing, and Math
• Patterns in Developmental Domains, Learning Skills, and Working Memory Components
• Learning about Learning Disabilities, 4e continues to provide equal attention to the intellectual, conceptual, and practical aspects of learning disabilities. The Fourth Edition of this popular title presents 80% new material, keeping the chapters up to date in this fast-moving field. With new contributors, and 11 new chapters, coverage is both comprehensive and thorough, encompassing the classification and identification of learning disabilities, learning disabilities in reading, writing, math, and social studies, interventions, and the issues germane to different age ranges
• English