Widely regarded as the standard reference in the field, this comprehensive handbook presents state-of-the-art knowledge about the nature and classification of learning disabilities LD , their causes, and how individuals with these difficulties can be identified and helped to succeed. Best practices are described for supporting student performance in language arts, math, and other content areas. Contributors also identify general principles of effective instruction and review issues in service delivery within response-to-intervention RTI frameworks. The book critically examines the concepts and methods that guide LD research and highlights important directions for future investigation. New to This Edition: *Incorporates key advances in identifying and remediating LD, with particular attention to the role of RTI. *Chapters on social cognitive, behavioral genetic, and neurobiological aspects. *Chapters on adolescents and adults with LD. *Chapters on spelling instruction, history instruction, and classroom technology applications. *Chapter synthesizing 21st-century advances in LD research methods, plus chapters on advanced statistical models, single-case designs, and meta-analysis. Reviews and Endorsements: "An exceptionally solid and comprehensive volume from leading scholars in the field. The second edition presents major research findings characterized by increased scientific rigor and an integrative perspective, bringing together neuroscience, genetics, and behavior. Chapters consistently rely on an operational definition of learning disabilities that does not reflect discrepancy notions. This handbook should be required reading for school psychologists, graduate students, and LD researchers."--James E. Ysseldyke, PhD, Birkmaier Professor, Department of Educational Psychology, University of Minnesota "Swanson, Harris, and Graham offer a comprehensive examination of LD that reflects the multidisciplinary nature of the field. They bring together researchers whose work addresses conceptual, neurological, instructional, and methodological trends and issues. The second edition provides up-to-date coverage of legal aspects of service delivery, as well as notable new chapters on single-case designs, the state of the science in LD, adults with LD, and more. This volume is well suited as a course text or professional reference."--Diane Pedrotty Bryant, PhD, Department of Special Education and Meadows Center for Preventing Educational Risk, University of Texas at Austin "The chapters in this volume offer an authoritative summary and analysis of core issues related to theory and practice in the LD field. The book should be required reading for all advanced students in the field. It is an indispensable graduate text and resource for scholars."--C. Addison Stone, PhD, School of Education (Emeritus), University of Michigan "The Handbook has been the go-to source for a reliable, scholarly, in-depth treatment of major topics in the LD field for the past decade. Much has changed during this period, however, and the second edition is timely and welcome. New topics such as RTI and computer-based approaches to instruction are introduced and older topics--such as the preeminence of phonologic processing in successful reading--are revisited. This volume is an essential addition to the reference libraries of advanced students and clinical professionals alike."--Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s Hospital and Harvard Medical School — "This handbook is a useful resource for both those who are experienced in the field as well as those who are new to it. It is an excellent reference for any practitioner's library since it provides such a thorough overview of the LD field, and it would also serve well as a text for an introductory course in LD in teacher training programs."--Educational Review — Educational Review, April 2004 "Swanson, Harris, and Graham accomplish an impressive feat with their handbook. They compile chapters by the most preeminent scholars in the field to create a text that is both comprehensive and accessible."--Education Libraries — Education Libraries, September 2012 "This volume provides a remarkable articulation of the LD field as both legitimate and worthy of study. Summing Up: Essential. Upper-division undergraduates and above."--Choice — Choice, October 2003 "This text is a gathering of the great minds on learning disability....It should be present in every university library and will prove a very worthy text for postgraduate courses on learning disability....Excellent."--Australian Journal of Learning Disabilities — Australian Journal of Learning Disabilities, December 2004 About the Editors: H. Lee Swanson, PhD, is Distinguished Professor of Educational Psychology/Special Education and holds an endowed chair at the University of California, Riverside. He is Editor-in-Chief of the Journal of Learning Disabilities and was the founding editor of Learning and Individual Differences. Widely published, Dr. Swanson has received research awards from the American Educational Research Association, the International Academy for Research in Learning Disabilities, and the Council for Learning Disabilities. His primary research interests are in the areas of intelligence, memory, mathematics, reading, and dynamic assessment as they apply to children with LD. Karen R. Harris, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University; she shares this professorship with Steve Graham. Dr. Harris has worked in the field of education for over 35 years as a teacher, teacher educator, and researcher. She is the former editor of the Journal of Educational Psychology and is an associate editor of the American Psychological Association's open-access online journal Archives of Scientific Psychology. Her research focuses on theoretically based interventions for the development of academic and self-regulation abilities among students who are at risk for or have severe learning challenges, including LD and attention-deficit/hyperactivity disorder. Dr. Harris and Steve Graham are coeditors of the Guilford series What Works for Special-Needs Learners. Steve Graham, EdD, is the Mary Emily Warner Professor in the Mary Lou Fulton Teachers College at Arizona State University; he shares this professorship with Karen R. Harris. Past editor of Exceptional Children and Contemporary Educational Psychology, Dr. Graham is coeditor (with Karen R. Harris and Tim Urdan) of the American Psychological Association's three-volume APA Educational Psychology Handbook and has published numerous books on writing instruction. His research focuses on identifying the factors that contribute to writing development and writing difficulties, developing and validating effective instructional procedures for teaching writing, and the use of technology to enhance writing performance. |
