Learning About Learning Disabilities,

Contributors

Preface

Acknowledgments

To the Student

Section I: Conceptual, Historical, and Research Aspects of Learning Disabilities

Chapter 1. Learning Disabilities: An Historical and Conceptual Overview

I. Current Status of the Field

II. A Historical Perspective

III. Current and Future Issues

IV. Concluding Comments

Chapter 2. Learning Disabilities and Memory

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

Chapter 3. Language Processes and Reading Disabilities

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

Chapter 4. Peer Relationships and Learning Disabilities

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

Chapter 5. Self-Regulation among Students with LD and ADHD

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

Chapter 6. The Reading Brain in Children and Youth: A Systems Approach

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

IV. Implications for Assessment and Instructional Intervention

Section II: Instructional Aspects of Learning Disabilities

Chapter 7. Difficulties in Reading Comprehension for Students with Learning Disabilities

I. Introduction

II. Students' Difficulties in Reading Comprehension

III. Effective Reading Comprehension Instruction

IV. Future Directions

Chapter 8. Writing Instruction

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

Chapter 9. Instructional Interventions in Mathematics for Students with Learning Disabilities

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

Chapter 10. Social Competence/Social Skills of Students with Learning Disabilities: Interventions and Issues

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

Chapter 11. Strategic Academic Interventions for Adolescents with Learning Disabilities

I. Introduction

II. Empowerment Strategies for Academic Success and Independence

III. Strategic Instructional Practices

IV. Teaching High-Impact Strategies

V. Conclusion

Chapter 12. Social Competence of Adolescents with Learning Disabilities: Interventions and Issues

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

Chapter 13. The Science of Schooling for Students with Learning Disabilities: Recommendations for Service Delivery Linking Practice with Research

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

Chapter 14. A Community of Practice: Implications for Learning Disabilities

I. Setting the Stage: Teaching in Contemporary Inclusive Schools

II. Constituting an Educational Community of Practice

III. Guided Inquiry supporting Multiple Literacies (GIsML)

IV. Conducting Case Studies of 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

Chapter 15. Learning Dis/ability as the Intersection of Competing Discourses: Implications for Classrooms, Parents, and Research

I. Introduction

II. Discursive Practices of Dis/Ability

III. Implications for the Classroom

IV. Implications for Parents (Caregivers)

V. Implications for Research

VI. Conclusions

Chapter 16. Adolescents with Learning Disabilities: Revisiting The Educator's Enigma

I. Introduction

II. Historical Context

III. How Research Has Informed Practice

IV. Future Research

V. Conclusion

Chapter 17. Adults with Learning Disabilities

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

Chapter 18. Understanding Learning Disabilities through a Father's Perspective

Christine Greenhaw Mashburn Institute, 2000

Index