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.
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 Regents Professor Emeritus and the former Mary Emily Warner Endowed Professor of Education 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 Warner Professor in the Division of Educational Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. He is also Research Professor in the Learning Science Institute at the Australian Catholic University in Brisbane. Dr. Graham is editor of the Journal of Educational Psychology. He has coedited several books, including Handbook of Writing Research, Second Edition; Handbook of Learning Disabilities, Second Edition; and Best Practices in Writing Instruction, Second Edition; and is the coauthor of three influential Carnegie Corporation reports: Writing Next, Writing to Read, and Informing Writing. Dr. Graham has received numerous awards, including the Career Research Award from the Council for Exceptional Children (CEC), the Kauffman–Hallahan Distinguished Researcher Award from the CEC Division of Research, the Samuel A. Kirk Award from the CEC Division of Learning Disabilities, the Distinguished Researcher Award from the special education interest group of the American Educational Research Association (AERA), and the Wiederholt Distinguished Lecturer Award from the Council of Learning Disabilities. He is a fellow of the AERA and the International Academy for Research in Learning Disabilities.
