ERIC Number: ED492950
Record Type: Non-Journal
Publication Date: 2006-Nov
Reference Count: 0
Learning Disabilities: From Identification to Intervention
Fletcher, Jack M.; Lyon, G. Reid; Fuchs, Lynn S.; Barnes, Marcia A.
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 educators, neuropsychologists, and others who work with struggling learners. This book contains the following chapters: (1) Introduction; (2) History of the Field; (3) Classification, Definition, and Identification of Learning Disabilities; (4) Assessment of Learning Disabilities; (5) Reading Disabilities: Word Recognition; (6) Reading Disabilities: Fluency; (7) Reading Disabilities: Comprehension; (8) Mathematics Disabilities; (9) Written Expression Disabilities; and (10) Conclusions and Future Directions.
Descriptors: Educational Diagnosis, Reading Difficulties, Neuropsychology, Intervention, Educational Practices, Word Recognition, Classification, Learning Disabilities, Student Evaluation, Identification, Reading Fluency, Mathematics, Writing (Composition), Expressive Language
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006, ext. 3; Tel: 212-431-9800, ext. 3; Fax: 212-966-6708; e-mail: email@example.com; Web site: http://www.guilford.com.
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: Students; Practitioners; Researchers
Authoring Institution: N/A