Learning Disabilities: From Identification to Intervention
Guilford Press, Nob 15, 2006 - 324 mga pahina
Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities. The authors--leading experts in neuropsychology and special education--present a unique model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors associated with these disorders. The volume addresses classification, assessment, and intervention for a range of disabilities involved in reading, mathematics, and written expression. With a focus on exploring the evolving scientific base of the field, as well as establishing effective educational practices, this book will serve as an essential text and an indispensable resource for school psychologists, neuropsychologists, special educators, and others who work with struggling learners.
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Iba pang mga edisyon - Tingnan lahat
ability academic skill deficits ADHD agraphia angular gyrus approach areas assessments behavioral Berninger brain cerebellum Chapter children with LDs classification classroom cognitive processes comorbid component core cognitive correlates cut-point decoding definition of LDs developmental disorders domains dyslexia effect sizes evaluation evidence explicit factors Fletcher fMRI Foorman Fuchs genetic grade handwriting heritability identified impaired included individuals instruction involving IQ–achievement discrepancy learning disabilities low achievement math disabilities mathematics measures metacognitive neurobiological orthographic outcomes patterns performance phonological awareness phonological processing planum temporale poor readers pseudowords rapid naming reading and math reading comprehension reading difficulties reading disabilities reading fluency reading problems reading skills S. E. Shaywitz scores showed significant special education specific spelling strategies students with LDs subgroups subtypes tasks teachers tests tion Torgesen variables WIAT WLRD word reading word recognition writing written expression written language
Pahina ix - Institute (its contents are solely the responsibility of the authors and do not necessarily represent the official views of the...
Pahina 276 - Barnes, MA, Dennis, M., & Haefele-Kalvaitis, J. (1996). The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology, 61, 216-241.