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Essentials of Specific Learning Disability Identification
Vincent C. Alfonso (Author), Dawn P. Flanagan (Author)
9781119313847, Wiley
Paperback / softback, published 11 May 2018
640 pages
21.3 x 14 x 4.6 cm, 0.658 kg
Practical, up-to-date guidance on identifying Specific Learning Disability Essentials of Specific Learning Disability Identification provides accessible, authoritative guidance on specific learning disability (SLD), with the most up-to-date information on assessment, identification, interventions, and more. Contributions by leading experts examine multiple theoretical orientations and various identification approaches for dyslexia, dyscalculia, dysgraphia, and other common SLDs. Emphasizing real-world utility, this book provides important information for professionals who work with children and youth at risk; many of the SLD identification practices can be put to work immediately, and the expert coverage offers many strategies and interventions for student support in the classroom. This new second edition has been updated to align with the most current understanding of SLD manifestations, diagnostic assessment, and evidence-based interventions, and includes new material covering nonverbal learning disability, speech-language impairment, general learning difficulties, and differentially diagnosing SLD from other conditions. Early SLD identification and the right kind of help can raise the trajectory of a child's life. This book provides in-depth information to facilitate accurate identification and appropriate intervention to help you help the children in your care. If a child's learning disability is caught early, and the correct type of support is provided, that child gets the chance to develop the skills that lead to achievement in school and beyond. As a high-incidence disorder, SLD affects 10-15 percent of the general population, making successful identification an essential skill for those who work with children. Essentials of Specific Learning Disability Identification provides authoritative guidance and practical methods that can help you start changing children's lives today.
Foreword ix Series Preface xiii Acknowledgments xv Part One Definitions and Manifestations of Specific Learning Disabilities 1 One Overview of Specific Learning Disabilities 3 Two The Neuropsychology of Reading Disorders: How SLD Manifests in Reading 29 Three How SLD Manifests in Mathematics 59 Four How SLD Manifests in Writing 103 Five How SLD Manifests in Oral Expression and Listening Comprehension 145 Six Nonverbal Learning Disabilities 195 Part Two Methods and Models of Specific Learning Disability Identification 219 Seven A Response to Intervention (RTI) Approach to SLD Identification 221 Eight Using Student Response to Intervention to Identify SLD: Requirements, Recommendations, and Future Research 257 Nine Cognitive Neuroscientific Contributions to Theoretical Understanding of SLD 285 Ten Integrating Instructionally Relevant SLD Diagnoses, Patterns of Strengths and Weaknesses, and Positive Home-School Partnerships: Free and Appropriate Public Education for All 307 Eleven Dual Discrepancy/Consistency Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods 329 Twelve Pattern of Strengths and Weaknesses Made Easy: The Discrepancy/Consistency Method 431 Thirteen Core Selective Evaluation Process (C-SEP) and Dual Discrepancy/Consistency (DD/C) Models for SLD Identification: A Case Study Approach 475 Part 3 Special Considerations in Specific Learning Disability Identification 503 Fourteen Difference or Disorder: Assessment of SLD with an English Learner 505 Fifteen Differential Diagnosis of SLD Versus Other Difficulties 549 About the Editors 573 About the Contributors 575 Author Index 577 Subject Index 597
Marlene Sotelo-Dynega, Dawn P. Flanagan, and Vincent C. Alfonso
Steven G. Feifer
Michèle M. M. Mazzocco and Rose Vukovic
Nancy Mather and Barbara J. Wendling
Nickola Wolf Nelson and Elisabeth H. Wiig
Margaret Semrud-Clikeman
Jack M. Fletcher and Jeremy Miciak
Matthew K. Burns, Kathrin E. Maki, Kristy Warmbold-Brann, and June L. Preast
Scott L. Decker, Rachel M. Bridges, and Tayllor Vetter
Nicole Lynn Alston-Abel and Virginia Berninger
Dawn P. Flanagan, Vincent C. Alfonso, Megan C. Sy, Jennifer T. Mascolo, Erin M. McDonough, and Samuel O. Ortiz
Jack A. Naglieri and Steven G. Feifer
Gail M. Cheramie, G. Thomas Schanding Jr., and Kristin Streich
Samuel O. Ortiz, Kristan E. Melo, and Meghan A. Terzulli
Benjamin J. Lovett and David A. Kilpatrick
Subject Areas: Psychology [JM]
