Learning About Learning Disabilities

449 Pages·2014·8.603 MB·English

by  Butler, Deborah L.;Wong, Bernice

LEARNING
ABOUT LEARNING
DISABILITIES
4
EDITION
LEARNING
ABOUT LEARNING
DISABILITIES
4
EDITION
BERNICE WONG & DEBORAH BUTLER
Amsterdam • Boston • Heidelberg • London • New York • Oxford
Paris • San Diego • San Francisco • Singapore • Sydney • Tokyo
Academic Press is an imprint of Elsevier
Academic Press is an imprint of Elsevier
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First edition 1991
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Third edition 2004
Fourth edition 2012
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DEDICATION
This book is dedicated to Teresa, Rod, Kristi, Jason, and Jaden.
LIST OF CONTRIBUTORS
Numbers in brackets indicate the pages on which the authors’ contributions begin
Dannette Allen-Bronaugh (217)
James Madison University, Harrisonburg, VA 22807, USA
Virginia W. Berninger (59)
University of Washington, Seattle, WA 98195-3600, USA
Jean B. Crockett (405)
School of Special Education, School Psychology and Early Childhood Studies, University
of Florida, Gainesville, FL 32611, USA
Todd Cunningham (355)
Department of Psychology, The Hospital for Sick Children, Toronto, Ontario, Canada M5G 1X8
Susan De La Paz (325)
University of Maryland, Department of Special Education, College Park, MD 20742, USA
Donald D. Deshler (299)
University of Kansas, Center for Research on Learning, Lawrence, KS 66045, USA
Michael Dunn (59)
Washington State University, Vancouver, WA 98686-9600, USA
Elizabeth A. Filippi (405)
School of Special Education, School Psychology and Early Childhood Studies, University
of Florida, Gainesville, FL 32611, USA
Jack M. Fletcher (1)
Department of Psychology, University of Houston, Houston, TX 77204-5053, USA
John G. Freeman (355)
Queen’s University, Faculty of Education, Kingston, Ontario, Canada K7M 5R7
Esther Geva (271)
Ontario Institute for Studies in Education of the University of Toronto, Toronto, Ontario,
Canada, M5S 1V6
Steve Graham (141), (243)
Arizona State University, Tempe, AZ 85069-3151, USA
Patricia Sampson Graner (299)
University of Kansas, Center for Research on Learning, Lawrence, KS 66045, USA
Jessica L. Hagaman (191)
University of Wisconsin-Whitewater, WI 53190, USA
Karen R. Harris (141), (243)
Arizona State University, Tempe, AZ 85069-3151, USA
ix
x List of Contributors
Allyson Harrison (355)
Regional Assessment and Resource Centre, Queen’s University, Kingston, Ontario, Canada
K7L 3N6
Clara Hauth (217)
George Mason University, Fairfax, VA 22030-4444, USA
Katherine Herbert (271)
Ministry of Children and Family Development of British Columbia, Victoria Child and
Youth Mental Health, Victoria, BC, Canada, V8W 9S3
Ena Holtermann (355)
Queen’s University, Faculty of Education, Kingston, Ontario, Canada K7M 5R7
Ingrid Jackson (355)
Queens University, Nepean, Ottawa, Ontario, Canada K2G 5Z3
Sylvia Linan-Thompson (175)
The University of Texas at Austin, TX 78745, USA
Charles A. MacArthur (243)
University of Delaware, Newark, DE 19716, USA
Linda H. Mason (191)
The Pennsylvania State University, University Park, PA 16802, USA
Margo A. Mastropieri (217)
George Mason University, Fairfax, VA 22030-4444, USA
Jeremy Miciak (175)
The University of Texas at Austin, TX 78745, USA
Cheryl L. Morgan (405)
School of Special Education, School Psychology and Early Childhood Studies, University
of Florida, Gainesville, FL 32611, USA
Zoi Philippakos (243)
University of Delaware, Newark, DE 19716, USA
Robert R. Reid (141)
University of Nebraska-Lincoln, NE 68583-0732, USA
Marcia Rock (141)
University of North Carolina-Greensboro, NC 27402-6170, USA
Thomas E. Scruggs (217)
George Mason University, Fairfax, VA 22030-4444, USA
Danielle Stomel (27)
Graduate School of Education, University of California, Riverside, CA 92521, USA
H. Lee Swanson (27)
Graduate School of Education, University of California, Riverside, CA 92521, USA
List of Contributors xi
Victoria Timmermanis (89)
School and Clinical Child Psychology, Department of Applied Psychology and Human
Development, OISE/University of Toronto, Toronto, ON M5S 1V6, Canada
Judith Wiener (89)
School and Clinical Child Psychology, Department of Applied Psychology and Human
Development, OISE/University of Toronto, Toronto, ON M5S 1V6, Canada
John Woodward (377)
School of Education, University of Puget Sound, Tacoma, WA 98416, USA.
PREFACE
As we embarked on imagining a fourth edition of Learning about Learning
Disabilities, we recognized that the need for a graduate level text in this
area remains as acute as it was in 1991 when the first edition was pro-
duced. Research on learning disabilities has advanced considerably in the
past 20 years. For example, as a field we have come to understand bet-
ter that the challenges students with learning disabilities face are not con-
tained to the school years, but are apparent across the lifespan, and that
those challenges are experienced not only in academic work, but also
across social and emotional domains. On a more hopeful note, research has
also documented exciting and productive ways forward, for example, by
identifying factors associated with the resilience and tenacity of individu-
als with learning disabilities who are experiencing great success, and by
evaluating the qualities of academic, social, and emotional supports with
potential to foster more positive outcomes. Nonetheless, as the chapters in
this text uncover very insightfully, important questions remain, in relation
to understanding learning disabilities and their impact, and to advancing
practice so as to ensure individuals with learning disabilities have opportu-
nities to achieve their full potential.
Thus, in this fourth edition we once again offer to advanced under-
graduate and graduate students a collection of chapters designed to
describe the “state of the art” in research in learning disabilities. Our pri-
mary goals remain the same as in the previous editions. The first of these
is to enable students to acquire a solid knowledge base in the research
literature on learning disabilities. The second is to fuel students’ interests,
inspiring them to the extent that they might even select a critical issue
described herein to take up in their own thesis research.
To achieve these aims, we invited leading scholars in some of the “hot-
test” and most productive areas of inquiry to help us in constructing this
text. We asked authors to describe for readers the most important issues
facing us as a community (of researchers and educators) in their respective
areas of expertise, provide an overview and analysis of what we know from
research, and identify critical implications and important future directions.
The text is bookended by chapters designed to push thinking about how
we understand, identify, and construct services to support learners with
learning disabilities (see Chapters 1 and 15). In between is a rich set of
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xiv Preface
chapters that combine to consider academic, social, emotional and behav-
ioral dimensions of learning disabilities, and how curriculum, instruc-
tion, and other forms of support might be conceptualized and marshaled
in ways that are most supportive to students. Across chapters, readers will
learn how research is now focusing on learning at all ages, from early
childhood (for example, in Chapter 6), through adolescence (for example,
in Chapter 11), and into the early adult years (see Chapter 13), and across
multiple settings.
As they engage with this text, we expect students to bring to bear a
sharply critical eye and a vigorously questioning mind, working on their
own and together to distill key issues and tease out important implications
for research and practice. But we also hope they might start to consider
how they might contribute to the “discussion” our authors launch in this
book, imagining how they too might push our field forward through their
own practice and research.
ACKNOWLEDGMENTS
We would like to offer our heartfelt thanks to the contributors to this
fourth edition of Learning about Learning Disabilities. We are greatly in debt
to our friends and colleagues who have given so generously of their time
and energy in writing these excellent chapters, each of which is not only
brimming with important and interesting research information, but also
raises thought-provoking issues and implications. This book could not
exist without you.
We are also very grateful to Nikki Levy and Barbara Makinster, from
Elsevier. The former has provided us with invaluable inspiration, encour-
agement, and support throughout. The latter has consistently been under-
standing and reliable in problem-solving with the glitches that inevitably
accompany the production process of a book. We also wish to thank the
production department staff, particularly Caroline Johnson and Carolyn
Holleyman, for their careful assistance in producing this book.
With gratitude,
Bernice Wong and Deborah Butler
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