Learning disabilities and related disorders: characteristics and teaching strategies
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| Main Author: | |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Boston [u.a.]
Houghton Mifflin
c2006
|
| Edition: | 10. ed. |
| Subjects: | |
| Online Access: | Inhaltsverzeichnis |
| Item Description: | Bis 9. ed. u.d.T.: Lerner, Janet W.: Learning disabilities Includes bibliographical references (R/1-R/24) and indexes |
| Physical Description: | xxvii, 549, 19, 10, 24, 22 p. ill. 24 cm |
| ISBN: | 0618474021 |
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| 245 | 1 | 0 | |a Learning disabilities and related disorders |b characteristics and teaching strategies |c Janet W. Lerner with Frank Kline |
| 250 | |a 10. ed. | ||
| 264 | 1 | |a Boston [u.a.] |b Houghton Mifflin |c c2006 | |
| 300 | |a xxvii, 549, 19, 10, 24, 22 p. |b ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Bis 9. ed. u.d.T.: Lerner, Janet W.: Learning disabilities | ||
| 500 | |a Includes bibliographical references (R/1-R/24) and indexes | ||
| 650 | 4 | |a Apprentissage, Troubles de l' | |
| 650 | 4 | |a Enfants en difficulté d'apprentissage - Éducation | |
| 650 | 7 | |a Leermoeilijkheden |2 gtt | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Learning disabilities | |
| 650 | 4 | |a Learning disabled children |x Education | |
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Record in the Search Index
| _version_ | 1804135213334265856 |
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| adam_text | PREFACE OVERVIEW OF LEARNING DISABILITIES 1 LEARNING DISABILITIES:
DEFINITIONS, CHARACTERISTICS, AND CURRENT DIRECTIONS THE
ASSESSMENT-TEACHING PROCESS 2 ASSESSMENT 3 C1INICAL TEACHING 4
EDUCATIONAL SETTINGS LI:Z!TIIID THEORETICAL PERSPECTIVES AND EXPANDING
DIRECTIONS XXI 1 43 43 91 129 161 5 THEORIES OF LEARNING: IMPLICATIONS
FOR LEARNING DISABILITIES 161 6 ATTENTION DEFICIT DISORDER AND RELATED
NEURODEVELOPMENTAL CONDITIONS 195 7 YOUNG CHILDREN WITH LEARNING
DISABILITIES 219 ~ ~~ ~ ~ . _ ~~ ~ ~~ ~ ~~ ~_~ __ ~~~
~~~~. ~ , -.. ., _~, **~~~~.~ ~~~,=~~ _~
**~,~ ~,,~,~. .,, .. ~.,~~,~ ~~~, .. ..
~,~,~ ~,~,~,~,~~~,~,~~~,~~,~~ .* ,~,~,~,,_C _ , 8 ADOLESCENTS AND
ADULTS WITH LEARNING DISABILITIES 265
~ ~- ~ ; ~ ~ ~-~ -- ~-- , ,-----~. ~--_.
~ ._------ ~-~~~~ ,~ ~ ~-~--~~~~ ~ ~ .~ , .~ . , .; .. , ..
, ,,,,. .,~~,, .~,~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~ = ~~~ ~ 9 MEDICAL
ASPECTS OF LEARNING DISABILITIES 303 RG-2 RG-9 RG-15 ~ FROM THEORIES TO
TEACHING STRATEGIES 10 ORAL LANGUAGE: LISTENING AND SPEAKING 11 READING
12 WRITTEN LANGUAGE: WRITTEN EXPRESSION, SPELLING, AND HANDWRITING 13
MATHEMATICS 14 SOCIAL AND EMOTIONAL BEHAVIOR REFERENCE GUIDE (ASE STUDY:
THE PROCESSOF REFERRAL, ASSESSMENT, AND TEACHING OF ADAM Z.
-~ ~ ~--~~~---~--~. - ---- ~~~-- ** _. ,.;-~ ~~~---_ ..
_ ,--_ .. ~- ~ ~~~~,,,, ,,~~,~,~,~, ,~,~,-, ,. ; TESTSFOR ASSESSING
STUDENTS WITH LEARNING DISABILITIES ADDITIONAL RESOURCES:WEBSITES,
VIDEO, AND PRINT (REDITS GLOSSARY REFERENCES NAME INDEX SUBJECT INDEX
CONTENTS 323 323 371 429 475 517 RG-1 (-1 G-1 R-1 1-1 1-6 PREFACE ~
OVERVIEW OF LEARNING DISABILITIES I LEARNING DISABILITIES: DEFINITIONS,
CHARACTERISTICS, AND CURRENT DIRECTIONS XXI 1 1 THE ENIGMA OF LEARNING
DISABILITIES 2 LD 5TORIES: ZACHARY-THE PUZZLE OF LEARNING DISABILITIES 3
* SOME EMINENT PEOPLE WITH LEARNING DISABILITIES 3 * THE CROSS-CULTURAL
NATURE OF LEARNING DISABILITIES 5 DEFINITIONS OF LEARNING DISABILITIES 6
* THE FEDERAL DEFINITION 6 * OTHER SIGNIFICANT DEFINITIONS 9 COMMON
ELEMENTS IN THE DEFINITIONS 9 * CENTRAL NERVOUS SYSTEM DYSFUNCTION 10 *
PSYCHOLOGICAL PROCESSING DEFICITS 10 * DIFFICULTY IN ACADEMIC AND
LEARNING TASKS 10 * DISCREPANCY BETWEEN POTENTIAL AND ACHIEVEMENT 11 *
EXCLUSION OF OTHER CAUSES 12 DIFFERENT VIEWS OF LEARNING DISABILITIES 12
* LEARNING DIFFERENCES/LEARNING DIFFICULTIES 12 * MILD/MODERATE
DISABILITIES 13 * GIFTED AND TALENTED CHILDREN WITH LEARNING
DISABILITIES 14 CHARACTERISTICS OF LEARNING DISABILITIES 14 * VARIED
CHARACTERISTICS 15 * GENDER DIFFERENCES 16 * CHARACTERISTICS AT
DIFFERENT STAGES OF LIFE 17 LD 5TORIES: FRED S ELEMENTARY SCHOOL
EXPERIENCE 19 LD 5TORIES: AN ADU/T S STRUGGLE WITH LEARNING TO READ 20
PREVALENCE OF LEARNING DISABILITIES 21 * INCREASE IN CHILDREN IDENTIFIED
WITH LEARNING DISABILITIES 21 * COMPARISON OF LEARNING DISABILITIES AND
OTHER CATEGORIES OF DISABILITY 22 HISTORY OF THE FIELD OF LEARNING
DISABILITIES 23 * FOUNDATION PHASE: EARLY BRAIN RESEARCH 23 * TRANSITION
PHASE: CLINI- CAL STUDY OF THE CHILD 24 * INTEGRATION PHASE:
IMPLEMENTATION IN THE SCHOOLS 27 CONTENTS V THE LAW AND LEARNING
DISABILITIES 28 * SPECIAL EDUCATION LAWS: INDIVIDUALS WITH DISABILITIESEDUCATION IMPROVEMENT ACT 28 * NO CHILD LEFT BEHIND ACT 30 CURRENT
DIRECTIONS 31 * STANDARDS-BASED EDUCATION 31 * HIGH-STAKES TESTING 31 LD
STORIES: HIGH-STAKES TESTING 33 * INC1USION PRACTICES 34 * CULTURAL AND
LINGUISTIC DIVERSITY 34 * COMPUTER TECHNOLOGY 35 LD STORIES: COMPUTERS
AS AN AREA OF STRENGTH 37 LD IN PRACTICE: STRATEGIES FOR TEACHING
STUDENTS WITH SPECIAL NEEDS IN THE GENERAL EDUCATION CLASSROOM 39 THE
ASSESSMENT- TEACHING PROCESS 43 2 ASSESSMENT 43 VI CONTENTS USES OF
ASSESSMENT INFORMATION 44 THE INFLUENCE OF THE LAW ON THE ASSESSMENT
PROCESS 45 THE INDIVIDUALIZED EDUCATION PROGRAM 46 * PURPOSES OF THE IEP
46 * PROCEDURAL SAFEGUARDS AND PARENTS RIGHTS 46 STAGES OF THE IEP 47 *
REFERRAL STAGES 47 LD IN PRACTICE: TASKS OF THE PREREFERRAL
COLLABORATION TEAM 49 * ASSESSMENT STAGES 49 * INSTRUCTION STAGES 52
DETERMINING ELIGIBILITY FOR LEARNING DISABILITIES 52 * THE DISCREPANCY
BETWEEN ACHIEVEMENT AND INTELLECTUAL ABILITY METHOD TO DETERMINE
ELIGIBILITY FOR LEARNING DISABILITIES 53 * THE RESPONSE-TO- INTERVENTION
MODEL TO DETERMINE ELIGIBILITY FOR LEARNING DISABILITIES 54 EVALUATING A
STUDENT WITH LEARNING DISABILITIES 55 * OBSERVING THE STUDENT IN THE
CLASSROOM 55 * RECOGNIZING THE STU- DENT S STRENGTHS AND CLUSTERS OF
CHARACTERISTICS 56 * CONSIDERING THE CONCERNS OF PARENTS 56 * SETTING
ANNUAL GOALS 56 * DETERMINING ED- UCATIONAL SETTINGS AND SERVICES 57 *
MONITORING PROGRESS 57 SPECIAL FACTORS TO CONSIDER IN THE IEP FOR
STUDENTS WITH LEARNING DISABILITIES 57 * FUNCTIONAL BEHAVIORAL
ASSESSMENT AND POSITIVE BEHAVIORAL INTERVENTION AND SUPPORT 57 *
ENGLISH-LANGUAGE LEARNERS 60 * ASSISTIVE TECHNOLOGY 61 OBTAINING
ASSESSMENT INFORMATION 62 * CASE HISTORY 62 * OBSERVATION 64 * RATING
SCALES 65 * STANDARD- IZED NORM-REFERENCED TESTS 67 * CURRICULUM-BASED
MEASUREMENT AND PROGRESS MONITORING 69 * INFORMAL ASSESSMENT MEASURES 71
EXAMPLES OF TESTS 75 * TESTS OF INTELLIGENCE AND COGNITIVE ABILITIES 75
* READING TESTS: SURVEY-TYPE TESTS AND DIAGNOSTIC TESTS 79 * MOTOR TESTS
81 * LANGUAGE TESTS 81 * SCREENING TESTS FOR VISUAL AND AUDITORY ACUITY
81 STANDARDS AND ACCOUNTABILITY 81 * INCLUDING STUDENTS WITH LEARNING
DISABILITIES IN STATEWIDE TESTING 82 * ACCOMMODATIONS FOR ASSESSMENT 82
* TEST-TAKING STRATEGIES IN THE GENERAL EDUCATION CLASSROOM 83 LD IN
PRACTICE: TEST-TAKING STRATEGIES IN THE GENERAL EDUCATION CLASSROOM 84
INTRODUCTION TO THE CA SE STUDY 85 CA SE STUDY PART I: RITA G. S
PREREFERRAL AND REFERRAL 86 3 CLINICAL TEACHING 91 CLINICAL TEACHING 92
* STAGES OF THE CLINICAL TEACHING CYCLE 93 * QUALITIES OF CLINICAL
TEACHING 94 LD STORIES: THE CLINICAL TEACHING APPROACH 95 * A
REMEMBRANCE OF GRACE FERNALD: A REMARKABLE CLINICAL TEACHER 95
ECOLOGICAL CONSIDERATIONS 96 * HORNE ENVIRONMENT 96 * SCHOOL ENVIRONMENT
96 LD STORIES: A TRIBUTE TO A REMARKABLE TEACHER, GRACE FERNALD 97 *
SOCIAL ENVIRONMENT 99 LD STORIES: LEARNING DISABILITIES IN THE SOCIAL
ENVIRONMENT 99 * CULTURAL AND LINGUISTIC DIVERSITY IN THE ENVIRONMENT
100 DIFFERENTIATED INSTRUCTION TO MEET LEARNING DIFFERENCES 101 *
PSYCHOLOGICAL PROCESSING 102 LD STORIES: A FABLE FOR TEACHERS 103
CONTENTS VII * COGNITIVE STRATEGIES FOR LEARNING 103 * DIRECT
INSTRUCTION AND MAS- TERY LEARNING 103 * SPECIAL TEACHING TECHNIQUES 104
* PSYCHOTHERA- PEUTIC TEACHING 104 CONTROLLING INSTRUCTIONAL VARIABLES
105 * DIFFICULTY LEVEL 105 * SPACE 105 * TIME 106 * LANGUAGE 106 * THE
INTERPERSONAL RELATIONSHIP 106 BUILDING SELF-ESTEEM AND MOTIVATION 107LD STORIES: THE EMOTIONAL PLIGHT OF THE FAILING STUDENT 107 * RAPPORT
108 * SHARED RESPONSIBILITY 108 * STRUCTURE 109 * SINCERITY 109 *
SUCCESS 109 * INTEREST 109 TEACHING STUDENTS WITH LEARNING DISABILITIES
IN THE GENERAL EDUCATION CLASSROOM 111 LD IN PRACTICE: ACCOMMODATIONS
FOR THE GENERAL EDUCATION TEACHER 112 * ACCOMMODATIONS FOR STUDENTS WITH
LEARNING DISABILITIES 112 * PEER TUTORING 115 * EXPLICIT TEACHING 116 *
PROMOTING ACTIVE LEARNING 117 * SCAFFOLDED INSTRUCTION 117 LD IN
PRACTICE: GUIDELINES FOR PROMOTING ACTIVE LEARNING 118 * RECIPROCAL
TEACHING 119 * LEARNING STRATEGIES INSTRUCTION 120 TASK ANALYSIS 120 LD
IN PRACTICE: STEPS OFTASK ANALYSIS 121 CA SE STUDY PART 11: RITA G. S
MULTIDISCIPLINARY EVALUATION 122 4 EDUCATIONAL SETTINGS 129 VIII
CONTENTS IMPORTANT CONCEPTS ABOUT EDUCATIONAL SETTINGS 130 * CONTINUUM
OF ALTERNATIVE PLACEMENTS 131 * LEAST RESTRICTIVE ENVIRON- MENT 133 *
INTEGRATING GENERAL EDUCATION AND SPECIAL EDUCATION 134 * GUIDELINES FOR
EFFECTIVE INCLUSION 135 LD IN PRACTICE: STRATEGIES FOR EFFECTIVE
INCLUSION IN THE GENERAL EDUCATION CLASSROOM 136 EDUCATIONAL SETTINGS
135 * GENERAL EDUCATION CLASS 137 * RESOURCE ROOM 138 * SEPARATE CLASS
139 * SEPARATE SCHOOL 140 * RESIDENTIAL FACILITY 140 * HOMEBOUND OR
HOSPITAL SETTING 141 * ONE-TO-ONE INSTRUCTION 141 PROMOTING PARTNERSHIPS
BETWEEN GENERAL EDUCATION TEACHERS AND SPECIAL EDUCATION TEACHERS 142 *
COLLABORATION 143 * WHAT THE GENERAL EDUCATION TEACHER NEEDS 144 * WH AT
THE SPECIAL EDUCATION TEACHER NEEDS 145 * COTEACHING 146 * STRATEGIES TO
MAKE COTEACHING WORK 147 PARENTS AND THE FAMILY 147 LD IN PRACTICE:
STRATEGIES FOR TWO TEACHERS WORKING TOGETHER 148 * SUGGESTIONS FOR
PARENTS 149 LD STORIES: MOTHERS THOUGHTS 150 * PARENTS RIGHTS 150 LD
IN PRACTICE: SUGGESTIONS FOR PARENTS 151 * THE FAMILY SYSTEM 152 *
STAGES OF ACCEPTANCE 153 * PARENT SUPPORT GROUPS AND FAMILY COUNSELING
154 * PARENT-TEACHER CONFERENCES 155 CASE STUDY PART 111: RITA G. S CASE
CONFERENCE-IEP MEETING 156 L:Z!IIDI THEORETICAL PERSPECTIVES AND
EXPANDING DIRECTIONS 161 5 THEORIES OF LEARNING: IMPLICATIONS FOR
LEARNING DISABILITIES 161 THE ROLE OF THEORY 162 THEORIES OF LEARNING
163 DEVELOPMENTAL PSYCHOLOGY 163 * DEVELOPMENTAL VARIATIONS 163 *
PIAGET S MATURATIONAL STAGES OF DEVELOPMENT 165 LD STORIES:
DEVELOPMENTAL THEORY AND MATURATION 167 * STAGES OF LEARNING 168 *
IMPLICATIONS OF DEVELOPMENTAL PSYCHOLOGY FOR LEARNING DISABILITIES 169
BEHAVIORAL PSYCHOLOGY 170 * THE BEHAVIORAL UNIT 170 * FUNCTIONAL
BEHAVIORAL ASSESSMENT AND POSITIVE BEHAVIORAL SUPPORT 171 * EXPLICIT
TEACHING AND DIRECT INSTRUCTION 171 * BEHAVIORAL ANALYSIS 172 *
IMPLICATIONS OF BEHAVIORAL PSYCHOLOGY FOR LEARNING DISABILITIES 173
COGNITIVE PSYCHOLOGY 173 LD IN PRACTICE: STRATEGIES BASED ON BEHAVIORAL
PSYCHOLOGY FOR THE GENERAL EDUCATION CLASSROOM 174 * DISORDERS IN
PSYCHOLOGICAL PROCESSING 175 * THE INFORMATION- PROCESSING MODEL OF
LEARNING 176 * COGNITIVE LEARNING THEORIES 181 * METACOGNITION 182
CONTENTS IX LD STORIES: METACOGNITIVE SHOPPING BEHAVIOR 184 *
IMPLICATIONS OF COGNITIVE PSYCHOLOGY FOR LEARNING DISABILITIES 185
LEARNING STRATEGIES INSTRUCTION 185 * LEARNING STRATEGIES 185 LD IN
PRACTICE: STRATEGIES BASED ON COGNITIVE PSYCHOLOGY FOR THE GENERAL
EDUCATION CLASSROOM 186 * COGNITIVE STYLES OF LEARNING 188 * THE SOCIAL
INTERACTIONS OF LEARNING 189 * INTERACTIVE DIALOGUES 189 * IMPLICATIONS
OF LEARNING STRATEGIES INSTRUCTION FOR LEARNING DISABILITIES 191 IATTENTION DEFICIT DISORDER AND RELATED NEURODEVELOPMENTAL CONDITIONS 195
LD STORIES: RYAN, A CHILD WITH ADD/ADHD 197 CHARACTERISTICS OF ADD/ADHD
197 * SYMPTOMS OF ADD/ADHD 198 ASSESSMENT OF ADD/ADHD 199 * TYPES OF
ADHD IN THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS,
FOURTH EDITION, REVISED 199 * RATING SCALES 200 * ELIGIBILITY OF
CHILDREN WITH ADD/ADHD FOR SPECIAL SERVICES 201 * IMPLICATIONS OF THE
LAW FOR CHILDREN WITH ADD/ADHD 201 * INCREASE IN THE NUMBER OF CHILDREN
IDENTIFIED WITH ADD/ADHD 202 TREATMENTS FOR ADD/ADHD 202 * MULTIMODAL
TREATMENT PLAN 202 * MEDICATION 203 * AMERICAN ACADEMY OF PEDIATRICS
GUIDELINES FOR TREATMENT 205 * ALTERNATIVE THERAPIES 206 NEUROCHEMISTRY
OF PSYCHOSTIMULANT MEDICATIONS 207 METHODS FOR TEACHING STUDENTS WITH
ADD/ADHD 208 * INCREASING ATTENTION 208 * MANAGING IMPULSIVITY 209 *
REDUCING HYPERACTIVITY 210 X CONTENTS ACCOMMODATIONS FOR THE GENERAL
EDUCATION CLASSROOM 211 RELATED NEURODEVELOPMENTAL CONDITIONS 211 LD IN
PRACTICE: STRATEGIES FOR STUDENTS WITH ADD/ADHD IN THE GENERAL EDUCATION
CLASSROOM 211 * ASPERGER S SYNDROME 212 LD IN PRACTICE: TEN TIPS FOR
HELPING YOUR CHILD WITH AS PREPARE TO RETURN TO SCHOOL 214 * AUTISM 214
* NONVERBAL LEARNING DISORDERS 215 7 YOUNG CHILDREN WITH LEARNING
DISABILITIES THE IMPORTANCE OF THE EARLY YEARS * BENEFITS OF EARLY
INTERVENTION 221 LD STORIES: A PRESCHOOLER WITH A DISABILITY 222 219 220
THE LAW AND YOUNG CHILDREN WITH DISABILITIES 223 * PRESCHOOL CHILDREN:
AGES 3 THROUGH 5 224 * INFANTS AND TODDLERS: BIRTH THROUGH AGE 2 224 *
NUMBER OF PRESCHOOL CHILDREN RECEIVING SPECIAL EDUCATION SERVICES 225 *
CONSIDERATIONS OF CULTURAL DIVERSITY 226 * CHILDREN AT RISK 227 *
EDUCATIONAL ENVIRONMENTS 228 DEVELOPMENTAL INDICATORS OF PROBLEMS IN
YOUNG CHILDREN 229 MOTOR DEVELOPMENT AND LEARNING 231 * THE IMPORTANCE
OF MOTOR DEVELOPMENT 231 LD STORIES: MOTOR CO ORDINATION PROBLEMS 232 *
CONCEPTS OF MOTOR DEVELOPMENT 233 * PERCEPTUAL MOTOR DEVELOP- ME NT 234
* SENSORY INTEGRATION 235 * ASSESSING MOTOR DEVELOP- MENT 237 PERCEPTION
237 * PERCEPTUAL MODALITY CONCEPT 238 LD STORIES: PERCEPTUAL PROBLEMS
239 * OVERLOADING THE PERCEPTUAL SYSTEMS 239 * AUDITORY PERCEPTION 240 *
VISUAL PERCEPTION 241 * TACTILE AND KINESTHETIC PERCEPTION 244 *
ASSESSING PERCEPTUAL DEVELOPMENT 244 ASSESSING YOUNG CHILDREN 244 *
PHASES OF EARLY IDENTIFICATION AND ASSESSMENT 245 * AREAS OF ASSESS-
MENT 247 * PROBLEMS RELATED TO EARLY IDENTIFICATION 248 LD STORIES:
ERRORS IN TESTING AND IDENTIFICATION 248 EARLY CHILDHOOD CURRICULUM AND
PRACTICES FOR YOUNG CHILDREN WITH SPECIAL NEEDS 249 CONTENTS XI *
PHILOSOPHY OF THE EARLY CHILDHOOD CURRICULUM FOR YOUNG CHILDREN WITH
SPECIAL NEEDS 249 * DIVISION FOR EARLY CHILDHOOD RECOMMENDED PRACTICES
249 * HEAD START PROGRAMS 249 * USING COMPUTER TECHNOLOGY 251 LD
STORIES: USING A COMPUTER WITH A PRESCHOOL CHILD 251 EARLY INTERVENTION
STRATEGIES 254 * MOTOR DEVELOPMENT ACTIVITIES 255 * AUDITORY PROCESSING
258 * VISUAL PROCESSING 260 * TACTILE AND KINESTHETIC PROCESSING 261
STRATEGIES FOR PRESCHOOLLNCLUSION 261 LD IN PRAETICE: STRATEGIES FOR
CHILDREN WITH SPECIAL NEEDS IN THE GENERAL EDUCATION PRESCHOOL CLASSROOM
262 8 ADOLESCENTS AND ADULTS WITH LEARNING DISABILITIES 265 XII CONTENTS
ADOLESCENTS WITH LEARNING DISABILITIES 266 * CHARACTERISTICS OF
ADOLESCENCE 266 * CHARACTERISTICS OF ADOLESCENTS WITH LEARNING
DISABILITIES 267 LD STORIES: TIM AN ADOLESCENT WITH LEARNING
DISABILITIES 268 * SECONDARY SCHOOL STUDENTS WITH LEARNING DISABILITIESIN DIFFERENT EDU- CATIONAL ENVIRONMENTS 271 * WHAT HAPPENS TO HIGH
SCHOOL STUDENTS WITH LEARNING DISABILITIES? 272 SPECIAL ISSUESAT THE
SECONDARY LEVEL 272 * CHALLENGES FOR ADOLESCENTS WITH LEARNING
DISABILITIES 273 * INCLUSION AT THE SECONDARY LEVEL 274 * EFFECTIVE
INCLUSION PRACTICES FOR SECONDARY TEACHERS 274 LD STORIES: SUCCESSFUL
INCLUSION AT THE SECONDARY LEVEL, TRUSTING ONE S STRENGTHS 274 *
PERFORMANCE STANDARDS AND HIGH-STAKES TESTING 275 LD IN PRACTICE:
INCLUSION STRATEGIES FOR THE SECONDARY GENERAL EDUCATION CLASSROOM 276 *
CONTENT-AREA SECONDARY TEACHERS 277 LD IN PRACTICE: TEST-TAKING TIPS 278
TRANSITION FROM SCHOOL TO ADULT LIFE 278 * TRANSITION LEGISLATION 279 *
DEVELOPING TRANSITION PLANS 280 LD IN PRACTICE: GUIDELINES FOR
DEVELOPING TRANSITION PLANS FOR SECONDARY STUDENTS WITH LEARNING
DISABILITIES 282 APPROACHES TO TEACHING ADOLESCENTS WITH LEARNING
DISABILITIES IN SECONDARY SCHOOLS 283 * FEATURES OF EFFECTIVE SECONDARY
PROGRAMS 283 * CURRICULUM MODELS FOR SERVING ADOLESCENTS WITH LEARNING
DISABILITIES AT THE SECONDARY LEVEL 283 LEARNING STRATEGIES INSTRUCTION
285 LD STORIES: THE POWER OF LEARNING STRATEGIES, A PARABLE 286 *
GUIDELINES FUER TEACHING LEARNING STRATEGIES 286 * STRATEGIES
INTERVENTION MODEL 287 * STEPS FOR TEACHING LEARNING STRATEGIES 287 THE
ADULT YEARS 290 * LEGISLATION FOR ADULTS WITH DISABILITIES 290 *
NONDEGREE POST- SECONDARY PROGRAMS 291 * COLLEGE PROGRAMS 292 LD
STORIES: DARLENE, A COLLEGE STUDENT WITH LEARNING DISABILITIES 293 *
PROFESSIONAL LICENSING AND LEARNING DISABILITIES 296 * ADULTS WITH
LEARNING DISABILITIES 297 LD STORIES: FRANK, AN ADULT WITH A LEARNING
DISABILITY 297 COMPUTER TECHNOLOGY FOR ADOLESCENTS AND ADULTS 299 LD
STORIES: HOW COMPUTERS CHANGED MY LIFE 299 9 MEDICAL ASPECTS OF LEARNING
DISABILITIES 303 THE VALUE OF MEDICAL INFORMATION FOR EDUCATORS 304
NEUROSCIENCES AND THE STUDY OF THE BRAIN 305 * THE BRAIN: ITS STRUCTURE
AND FUNCTIONS 305 * RECENT BRAIN RESEARCH 307 LD STORIES: REEOLLECTIONS
OF INDIVIDUALS WITH DYSLEXIA 308 * ADVANCES WITH FUNCTIONAL MAGNETIC
RESONANCE IMAGING 310 NEUROPSYCHOLOGY 312 THE NEUROLOGICAL EXAMINATION
313 * CONVENTIONAL NEUROLOGICAL ASSESSMENT 314 * EXAMINATION FOR SOFT
NEUROLOGICAL SIGNS 314 MEDICAL SPECIALTIES INVOLVED WITH LEARNING
DISABILITIES AND RELATED DISORDERS 317 * PEDIATRICS AND FAMILY PRACTICE
MEDICINE 317 * NEUROLOGY 317 * OPHTHALMOLOGY 318 * OTOLOGY 319 *
PSYCHIATRY 319 LD IN PRACTICE: STRATEGIES FOR USING MEDIEAL INFORMATION
IN THE GEN- ERAL EDUEATION CLASSROOM 319 CONTENTS XIII LZ!LIIL I FROM
THEORIES TO TEACHING STRATEGIES 11 ORAL LANGUAGE: LISTENING AND
SPEAKING 323 323 THEORIES 324 ORAL LANGUAGE, READING, AND WRITING: AN
INTEGRATED SYSTEM 325 * FORMS OF THE LANGUAGE SYSTEM 326 LD STORIES:
LANGUAGE AND LEARNING-HELEN KELLER 327 * COUNCIL FOR EXCEPTIONAL
CHILDREN STANDARDS FOR LANGUAGE 328 * LANGUAGE AS A COMMUNICATION
PROCESS 328 HOW CHILDREN ACQUIRE LANGUAGE 330 * BEHAVIORAL FACTORS 330 *
BIOLOGICAL OR INNATE FACTORS 331 * COGNI- TIVE FACTORS 333 * SOCIAL
FACTORS 333 COMPONENTS OF THE LANGUAGE SYSTEM * PHONOLOGY 334 *
MORPHOLOGY 334 * SYNTAX 335 * SEMANTICS 335 * PRAGMATICS 335 334 TYPES
OF LANGUAGE PROBLEMS 336 * LANGUAGE DISORDERS VERSUS SPEECH DISORDERS
337 * DELAYED SPEECH 337 * PHONOLOGICAL AWARENESS 337 LD STORIES:
LANGUAGE DELAY 338 * TEMPORAL ACOUSTICAL PROCESSING 339 * RAPID
AUTOMATIZED NAMING AND WORD FINDING 341 * LANGUAGE DISORDERS 342CULTURAL AND LINGUISTIC DIVERSITY IN ORAL LANGUAGE 343 * NONSTANDARD
ENGLISH 343 * ENGLISH-LANGUAGE LEARNERS 344 LD IN PRACTICE: EFFECTIVE
PRACTICES FOR SUPPORTING ENGLISH-LANGUAGE LEARNERS 345 * LEARNING A
SECOND LANGUAGE 345 EARLY LITERACY AND ORAL LANGUAGE 346 LD IN PRACTICE:
ACTIVITIES TO PROMOTE EARLY LITERACY 347 ASSESSING ORAL LANGUAGE 347 *
INFORMAL MEASURES 348 * FORMAL TESTS 348 XIV CONTENTS TEACHING
STRATEGIES 348 LISTENING 350 * LISTENING MEANS COMPREHENSION 350 *
PHONOLOGIE AL AWARENESS OF LANGUAGE SOUNDS 351 * UNDERSTANDING WORDS AND
BUILDING A LISTENING VOEABULARY 354 * UNDERSTANDING SENTENCES 355 *
LISTENING COMPRE- HENSION 356 * CRITIEAL LISTENING 356 * LISTENING TO
STORIES 357 SPEAKING 357 * STAGES OF ORAL LANGUAGE DEVE10PMENT 357 *
AETIVITIES FOR NATURAL LANGUAGE STIMULATION 361 * AETIVITIES FOR
TEAEHING ORAL LANGUAGE 362 * AETIVITIES FOR IMPROVING THE ORAL LANGUAGE
OF ADOLESEENTS 366 COMPUTER TECHNOLOGY FOR ORAL LANGUAGE 367 TEACHING
LANGUAGE IN THE GENERAL EDUCATION CLASSROOM 367 LD IN PRACTICE: TEACHING
LANGUAGE IN THE GENERAL EDUCATION CLASSROOM 368 11 READING THEORIES THE
CONSEQUENCES OF READING DISABILITIES DYSLEXIA LD STORIES: PEOPLE WITH
DYSLEXIA 375 ELEMENTS OF READING PHONEMIC AWARENESS 371 372 372 374 376
377 PHONICS AND WORD-RECOGNITION SKILLS 377 * PHONIES 378 * SIGHT WORDS
379 * CONTEXT CLUES 381 * STRUETURAL ANALYSIS 382 * COMBINING
WORD-REEOGNITION CLUES 382 FLUENCY 382 * SIGHT WORDS 382 * AUTOMATICITY
383 * REPEATED READING 383 * OTHER METHODS TO IMPROVE READING FLUENEY
385 VOCABULARY 386 COMPREHENSION 387 * VIEWS OF READING COMPREHENSION
388 * STRATEGIES TO PROMOTE READ- ING COMPREHENSION 390 * COMPREHENSION
OF NARRATIVE TEXT 392 * COMPREHENSION OF INFORMATIONAL TEXT 392 CONTENTS
XV LD IN PRACTICE: NARRATIVE GENRES 393 THE READING-WRITING CONNECTION
LD STORIES: WRITING BEFORE READING 395 * EARLY LITERACY AND WRITING 395
* LITERATURE-BASED READING INSTRUCTION 395 394 XVI CONTENTS ASSESSING
READING 397 * INFORMAL MEASURES 397 * FORMAL TESTS 398 TEACHING
STRATEGIES 401 READING STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM
401 STRATEGIES TO IMPROVE WORD RECOGNITION 401 * BUILDING PHONEME
AWARENESS 401 * DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS
(DIBELS) 401 LD IN PRACTICE: READING STRATEGIES FOR THE GENERAL
EDUCATION CLASSROOM 402 * PHONICS METHODS 403 STRATEGIES TO IMPROVE
FLUENCY 404 * REPEATED READING 404 * PREDICTABLE BOOKS 404 *
NEUROLOGICAL IMPRESS METHOD 406 STRATEGIES TO IMPROVE READING
COMPREHENSION 406 * USING BASAL READERS 406 * ACTIVATING BACKGROUND
KNOWLEDGE 407 * LANGUAGE EXPERIENCE METHOD 407 * THE K-W-L TECHNIQUE 408
* BUILDING MEANING WITH VOCABULARY AND CONCEPTS 409 LD STORIES:
MISUNDERSTANDING OF CONCEPTS 411 * THE READING-WRITING CONNECTION 414 *
THINKING STRATEGIES 415 * LEARNING STRATEGIES FOR READING 416 SPECIAL
REMEDIAL METHODS FOR READING 416 * MULTISENSORY METHODS 416 * READING
RECOVERY 418 * DIRECT INSTRUCTION PROGRAMS 418 LD IN PRACTICE: THE
FERNALD METHOD 419 METHODS TO DEAL WITH SPECIFIC READING PROBLEMS 421 *
REVERSALS 421 * FINGER POINTING AND LIP MOVING 421 * DISFLUENT ORAL
READING 422 * INABILITY TO READ SILENTLY 422 * RECORDED TEXT- BOOKS AND
DIGITAL CD-ROMS 423 COMPUTERS AND READING 423 * TEXT-TO-SPEECH PROGRAMS
424 12 WRITTEN LANGUAGE: WRITTEN EXPRESSION, SPELLING, AND HANDWRITING
429 THEORIES 430 WRITTEN EXPRESSION 431 * THE WRITING CONNECTION IN THE
INTEGRATED LANGUAGE SYSTEM 431 LD STORIES: WRITTEN LANGUAGE PROBLEMS 432* EARLY LITERACY AND WRITING 433 * THE WRITING PROCESS 434 * PRINCIPLES
FOR TEACHING THE WRITING PROCESS 437 * A LEARNING STRATEGY TEACHING
APPROACH TO WRITING 438 * STRATEGIES FOR WRITING 438 * COMPUTERS AND
WORD PROCESSING 442 * ASSESSMENT OF WRITTEN EXPRESSION 447 SPELLING 447
* DEVELOPMENTAL STAGES OF LEARNING TO SPEIL 448 * PROBLEMS RELATED TO
SPELLING 450 * INVENTED SPELLING 451 * COGNITIVE LEARNING STRATEGIES FOR
SPELLING 452 LD STORIES: LEARNING THE AWFUL TRUTH ABOUT SPELLING 454 *
MULTISENSORY APPROACHES TO SPELLING 454 * TWO THEORIES OF WORD SELECTION
FOR TEACHING SPELLING 454 * ASSESSMENT OF SPELLING 457 HANDWRITING 458 *
MANUSCRIPT WRITING 459 * CURSIVE WRITING 461 * THE LEFT-HANDED STUDENT
461 * KEYBOARDING OR TYPING SKILLS 462 TEACHINGSTRATEGIES 462 WRITING
STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM 463 STRATEGIES FOR
TEACHING WRITTEN EXPRESSION 463 * PRINCIPLES FOR INSTRUCTION IN THE
WRITING PROCESS 463 LD IN PRACTICE: WRITING STRATEGIES FOR THE GENERAL
EDUCATION CLASSROOM 464 STRATEGIES FOR USING WORD PROCESSING 466
STRATEGIES FOR TEACHING SPELLING 467 STRATEGIES FOR TEACHING HANDWRITING
469 CONTENTS XVII 13 MATHEMATICS 475 XVIII CONTENTS THEORIES 476
MATHEMATICS DISABILITIES 477 EARLY NUMBER CONCEPTS AND NUMBER SENSE 477
* SPATIAL RELATIONSHIPS 478 * VISUAL-MOTOR AND VISUAL-PERCEPTION
ABILITIES 478 * CONCEPTS OF TIME AND DIRECTION 479 CHARACTERISTICS OF
MATHEMATICS DISABILITIES 479 * INFORMATION-PROCESSING DIFFICULTIES 479 *
LANGUAGE AND READING ABILITIES 480 * MATH ANXIETY 481 LD IN PRACTICE:
GUIDELINES FOR DEALING WITH MATH ANXIETY 481 MATHEMATICS DISABILITIES AT
THE SECONDARY LEVEL 482 MATHEMATICS STANDARDS 483 * HIGH STANDARDS AND
ANNUAL TESTING 483 * MATHEMATICS PRINCIPLES AND STANDARDS FROM THE
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS 483 LEARNING THEORIES FOR
MATHEMATICS INSTRUCTION 484 * PROGRESSION FROM CONCRETE LEARNING TO
ABSTRACT LEARNING 484 LD STORIES: ACTIVE INVOLVEMENT IN MATHEMATICS 486
* DIRECT INSTRUCTION OF MATHEMATICS 487 * LEARNING STRATEGIES
INSTRUCTION 487 * PROBLEM SOLVING 488 LD STORIES: ENCOURAGING A
PROBLEM-SOLVING ATTITUDE 489 ASSESSING MATHEMATICS ABILITY 491 * FORMAL
TESTS 491 * INFORMAL MEASURES 493 TEACHING STRATEGIES 496 MATHEMATICS
STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM 496 THE MATHEMATICS
CURRICULUM 496 * THE SEQUENCE OF MATHEMATICS: GRADES K-8 496 LD IN
PRACTICE: MATHEMATICS STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM 497
* THE SECONDARY MATHEMATICS CURRICULUM 498 PRINCIPLES OF INSTRUCTION FOR
STUDENTS WITH MATHEMATICS DISABILITIES 498 * EARLY NUMBER LEARNING 498 *
PROGRESSING FROM THE CONCRETE TO THE ABSTRACT 498 * PROVIDE OPPORTUNITY
FOR PRACTICE AND REVIEW 499 * TEACH STUDENTS TO GENERALIZE TO NEW
SITUATIONS 500 * TEACH MATHE- MATICS VOCABULARY 500 ACTIVITIES FOR
TEACHING MATHEMATICS * TEACHING EARLY NUMBER SKILLS 500 * TEACHING
COMPUTATION SKILLS * TEACHING WARD STORY PROBLEMS 508 USING TECHNOLOGY
FOR MATHEMATICS INSTRUCTION * CALCULATORS 510 * COMPUTERS 510 *
SPREADSHEETS 512 14 SODAL AND EMOTIONAL BEHAVIOR 500 503 510 517
THEORIES 519 NONVERBAL LEARNING DISORDERS AND SOCIAL DISORDERS 519 *
CHARACTERISTICS OF NONVERBAL LEARNING DISORDERS 519 LD STORIES: A
NONVERBAL LEARNING DISORDER 520 * CHARACTERISTICS OF SOCIAL DISORDERS
521 LD STORIES: SOCIAL SKILLS DISORDERS 522 * SOCIAL PROBLEMS IN
DIFFERENT SETTINGS 525 EMOTIONAL PROBLEMS 526 * CHARACTERISTICS OF
EMOTIONAL PROBLEMS 527 * LOW SE1F-CONCEPT 527 ANXIETY 529 * DEPRESSION529 * THE QUALITY OF RESILIENCY 529 BEHAVIORAL CHALLENGES * FUNCTIONAL
BEHAVIORAL ASSESSMENT AND POSITIVE BEHAVIARAL SUPPORTS * REINFORCEMENT
THEORY 531 * MOTIVATION 533 * ATTRIBUTION THEARY 533 * COGNITIVE
BEHAVIOR MODIFICATION 534 * HE1PING STUDENTS WITH BEHAVIORAL CHALLENGES
535 ASSESSING SOCIAL AND EMOTIONAL BEHAVIORS 530 530 535 TEACHING
STRATEGIES 535 DEVELOPING SOCIAL COMPETENCIES 535 * SELF-PERCEPTION 537
* SENSITIVITY TO OTHER PEOPLE 537 * SOCIAL MATURITY 538 * LEARNING
STRATEGIES FOR SOCIAL SKILLS 539 * SOCIAL SKILLS PROGRAMS 539 STRATEGIES
FOR STUDENTS WITH EMOTIONAL PROBLEMS 539 * STRENGTHENING SE1F-ESTEEM 539
LD IN PRACTICE: STRATEGIES FOR TEACHING SOCIAL SKILLS IN THE GENERAL
EDUCATION CLASSROOM 540 CONTENTS XIX LD IN PRACTICE: STRATEGIES FOR
IMPROVING SELF-ESTEEM IN THE GENERAL EDUCATION CLASSROOM 542 BEHAVIOR
MANAGEMENT STRATEGIES 543 * REINFORCEMENT 543 * CONTINGENCY CONTRACTING
543 * TIME-OUT 543 * HOME-SCHOOL CO ORDINATION 544 LD IN PRACTICE:
FINDING REINFORCERS 544 LD IN PRACTICE: STRATEGIES FOR STUDENTS WITH
BEHAVIORAL CHALLENGES IN THE GENERAL EDUCATION CLASSROOM 546 REFERENCE
GUIDE RG-1 (ASE STUDY: THE PROCESS OF REFERRAL, ASSESSMENT, AND TEACHING
OF ADAM Z. RG-2 TESTS FOR ASSESSING STUDENTS WITH LEARNING DISABILITIES
RG-9 ADDITIONAL RESOURCES: WEBSITES, VIDEO, AND PRINT RG-15 XX CONTENTS
(REDITS GLOSSARY REFERENCES NAME INDEX SUBJECT INDEX (-1 G-1 R-1 1-1 1-6
|
| adam_txt |
PREFACE OVERVIEW OF LEARNING DISABILITIES 1 LEARNING DISABILITIES:
DEFINITIONS, CHARACTERISTICS, AND CURRENT DIRECTIONS THE
ASSESSMENT-TEACHING PROCESS 2 ASSESSMENT 3 C1INICAL TEACHING 4
EDUCATIONAL SETTINGS LI:Z!TIIID THEORETICAL PERSPECTIVES AND EXPANDING
DIRECTIONS XXI 1 43 43 91 129 161 5 THEORIES OF LEARNING: IMPLICATIONS
FOR LEARNING DISABILITIES 161 6 ATTENTION DEFICIT DISORDER AND RELATED
NEURODEVELOPMENTAL CONDITIONS 195 7 YOUNG CHILDREN WITH LEARNING
DISABILITIES 219 ~'~~"~'~'."'"_'~~'~'~~'~'~~'~_~""'''" _ ~~~
~~~~.'''''''''''''~''',"''''-.''' ., "'_~,'"**~~~~.~"'~~~,=~~""_~"
**~,~"~,,~,~.".,," . "'~.,~~,~"'~~~," . "'.
~,~,~"'~,~,~,~,~~~,~,~~~,~~,~~ .* ,~,~,~,,_C _", 8 ADOLESCENTS AND
ADULTS WITH LEARNING DISABILITIES 265
'''''~'~-'~'';'~'~'~-~'--''~--",",-----~."~--_.
"'~"'"._------'~-~~~~",~'~'~-~--~~~~'~"'~"".~","'.~'.",'.; . ", .
",",,,,."""'.,~~,, "'.~,~'~'~'~~'~'~'~'~~'~'~"='~~~'~'"' 9 MEDICAL
ASPECTS OF LEARNING DISABILITIES 303 RG-2 RG-9 RG-15 ~ FROM THEORIES TO
TEACHING STRATEGIES 10 ORAL LANGUAGE: LISTENING AND SPEAKING 11 READING
12 WRITTEN LANGUAGE: WRITTEN EXPRESSION, SPELLING, AND HANDWRITING 13
MATHEMATICS 14 SOCIAL AND EMOTIONAL BEHAVIOR REFERENCE GUIDE (ASE STUDY:
THE PROCESSOF REFERRAL, ASSESSMENT, AND TEACHING OF ADAM Z.
""-~"'~"'~--~~~---~--~.""'"'-"'----"~~~-- **""_. "',.;-~""~~~---_ .
_",--_ . ~-"~ ~~~~,,,,",,~~,~,~,~,",~,~,-,",."; TESTSFOR ASSESSING
STUDENTS WITH LEARNING DISABILITIES ADDITIONAL RESOURCES:WEBSITES,
VIDEO, AND PRINT (REDITS GLOSSARY REFERENCES NAME INDEX SUBJECT INDEX
CONTENTS 323 323 371 429 475 517 RG-1 (-1 G-1 R-1 1-1 1-6 PREFACE ~
OVERVIEW OF LEARNING DISABILITIES "I LEARNING DISABILITIES: DEFINITIONS,
CHARACTERISTICS, AND CURRENT DIRECTIONS XXI 1 1 THE ENIGMA OF LEARNING
DISABILITIES 2 LD 5TORIES: ZACHARY-THE PUZZLE OF LEARNING DISABILITIES 3
* SOME EMINENT PEOPLE WITH LEARNING DISABILITIES 3 * THE CROSS-CULTURAL
NATURE OF LEARNING DISABILITIES 5 DEFINITIONS OF LEARNING DISABILITIES 6
* THE FEDERAL DEFINITION 6 * OTHER SIGNIFICANT DEFINITIONS 9 COMMON
ELEMENTS IN THE DEFINITIONS 9 * CENTRAL NERVOUS SYSTEM DYSFUNCTION 10 *
PSYCHOLOGICAL PROCESSING DEFICITS 10 * DIFFICULTY IN ACADEMIC AND
LEARNING TASKS 10 * DISCREPANCY BETWEEN POTENTIAL AND ACHIEVEMENT 11 *
EXCLUSION OF OTHER CAUSES 12 DIFFERENT VIEWS OF LEARNING DISABILITIES 12
* LEARNING DIFFERENCES/LEARNING DIFFICULTIES 12 * MILD/MODERATE
DISABILITIES 13 * GIFTED AND TALENTED CHILDREN WITH LEARNING
DISABILITIES 14 CHARACTERISTICS OF LEARNING DISABILITIES 14 * VARIED
CHARACTERISTICS 15 * GENDER DIFFERENCES 16 * CHARACTERISTICS AT
DIFFERENT STAGES OF LIFE 17 LD 5TORIES: FRED'S ELEMENTARY SCHOOL
EXPERIENCE 19 LD 5TORIES: AN ADU/T'S STRUGGLE WITH LEARNING TO READ 20
PREVALENCE OF LEARNING DISABILITIES 21 * INCREASE IN CHILDREN IDENTIFIED
WITH LEARNING DISABILITIES 21 * COMPARISON OF LEARNING DISABILITIES AND
OTHER CATEGORIES OF DISABILITY 22 HISTORY OF THE FIELD OF LEARNING
DISABILITIES 23 * FOUNDATION PHASE: EARLY BRAIN RESEARCH 23 * TRANSITION
PHASE: CLINI- CAL STUDY OF THE CHILD 24 * INTEGRATION PHASE:
IMPLEMENTATION IN THE SCHOOLS 27 CONTENTS V THE LAW AND LEARNING
DISABILITIES 28 * SPECIAL EDUCATION LAWS: INDIVIDUALS WITH DISABILITIESEDUCATION IMPROVEMENT ACT 28 * NO CHILD LEFT BEHIND ACT 30 CURRENT
DIRECTIONS 31 * STANDARDS-BASED EDUCATION 31 * HIGH-STAKES TESTING 31 LD
STORIES: HIGH-STAKES TESTING 33 * INC1USION PRACTICES 34 * CULTURAL AND
LINGUISTIC DIVERSITY 34 * COMPUTER TECHNOLOGY 35 LD STORIES: COMPUTERS
AS AN AREA OF STRENGTH 37 LD IN PRACTICE: STRATEGIES FOR TEACHING
STUDENTS WITH SPECIAL NEEDS IN THE GENERAL EDUCATION CLASSROOM 39 THE
ASSESSMENT- TEACHING PROCESS 43 2 ASSESSMENT 43 VI CONTENTS USES OF
ASSESSMENT INFORMATION 44 THE INFLUENCE OF THE LAW ON THE ASSESSMENT
PROCESS 45 THE INDIVIDUALIZED EDUCATION PROGRAM 46 * PURPOSES OF THE IEP
46 * PROCEDURAL SAFEGUARDS AND PARENTS' RIGHTS 46 STAGES OF THE IEP 47 *
REFERRAL STAGES 47 LD IN PRACTICE: TASKS OF THE PREREFERRAL
COLLABORATION TEAM 49 * ASSESSMENT STAGES 49 * INSTRUCTION STAGES 52
DETERMINING ELIGIBILITY FOR LEARNING DISABILITIES 52 * THE DISCREPANCY
BETWEEN ACHIEVEMENT AND INTELLECTUAL ABILITY METHOD TO DETERMINE
ELIGIBILITY FOR LEARNING DISABILITIES 53 * THE RESPONSE-TO- INTERVENTION
MODEL TO DETERMINE ELIGIBILITY FOR LEARNING DISABILITIES 54 EVALUATING A
STUDENT WITH LEARNING DISABILITIES 55 * OBSERVING THE STUDENT IN THE
CLASSROOM 55 * RECOGNIZING THE STU- DENT'S STRENGTHS AND CLUSTERS OF
CHARACTERISTICS 56 * CONSIDERING THE CONCERNS OF PARENTS 56 * SETTING
ANNUAL GOALS 56 * DETERMINING ED- UCATIONAL SETTINGS AND SERVICES 57 *
MONITORING PROGRESS 57 SPECIAL FACTORS TO CONSIDER IN THE IEP FOR
STUDENTS WITH LEARNING DISABILITIES 57 * FUNCTIONAL BEHAVIORAL
ASSESSMENT AND POSITIVE BEHAVIORAL INTERVENTION AND SUPPORT 57 *
ENGLISH-LANGUAGE LEARNERS 60 * ASSISTIVE TECHNOLOGY 61 OBTAINING
ASSESSMENT INFORMATION 62 * CASE HISTORY 62 * OBSERVATION 64 * RATING
SCALES 65 * STANDARD- IZED NORM-REFERENCED TESTS 67 * CURRICULUM-BASED
MEASUREMENT AND PROGRESS MONITORING 69 * INFORMAL ASSESSMENT MEASURES 71
EXAMPLES OF TESTS 75 * TESTS OF INTELLIGENCE AND COGNITIVE ABILITIES 75
* READING TESTS: SURVEY-TYPE TESTS AND DIAGNOSTIC TESTS 79 * MOTOR TESTS
81 * LANGUAGE TESTS 81 * SCREENING TESTS FOR VISUAL AND AUDITORY ACUITY
81 STANDARDS AND ACCOUNTABILITY 81 * INCLUDING STUDENTS WITH LEARNING
DISABILITIES IN STATEWIDE TESTING 82 * ACCOMMODATIONS FOR ASSESSMENT 82
* TEST-TAKING STRATEGIES IN THE GENERAL EDUCATION CLASSROOM 83 LD IN
PRACTICE: TEST-TAKING STRATEGIES IN THE GENERAL EDUCATION CLASSROOM 84
INTRODUCTION TO THE CA SE STUDY 85 CA SE STUDY PART I: RITA G.'S
PREREFERRAL AND REFERRAL 86 3 CLINICAL TEACHING 91 CLINICAL TEACHING 92
* STAGES OF THE CLINICAL TEACHING CYCLE 93 * QUALITIES OF CLINICAL
TEACHING 94 LD STORIES: THE CLINICAL TEACHING APPROACH 95 * A
REMEMBRANCE OF GRACE FERNALD: A REMARKABLE CLINICAL TEACHER 95
ECOLOGICAL CONSIDERATIONS 96 * HORNE ENVIRONMENT 96 * SCHOOL ENVIRONMENT
96 LD STORIES: A TRIBUTE TO A REMARKABLE TEACHER, GRACE FERNALD 97 *
SOCIAL ENVIRONMENT 99 LD STORIES: LEARNING DISABILITIES IN THE SOCIAL
ENVIRONMENT 99 * CULTURAL AND LINGUISTIC DIVERSITY IN THE ENVIRONMENT
100 DIFFERENTIATED INSTRUCTION TO MEET LEARNING DIFFERENCES 101 *
PSYCHOLOGICAL PROCESSING 102 LD STORIES: A FABLE FOR TEACHERS 103
CONTENTS VII * COGNITIVE STRATEGIES FOR LEARNING 103 * DIRECT
INSTRUCTION AND MAS- TERY LEARNING 103 * SPECIAL TEACHING TECHNIQUES 104
* PSYCHOTHERA- PEUTIC TEACHING 104 CONTROLLING INSTRUCTIONAL VARIABLES
105 * DIFFICULTY LEVEL 105 * SPACE 105 * TIME 106 * LANGUAGE 106 * THE
INTERPERSONAL RELATIONSHIP 106 BUILDING SELF-ESTEEM AND MOTIVATION 107LD STORIES: THE EMOTIONAL PLIGHT OF THE FAILING STUDENT 107 * RAPPORT
108 * SHARED RESPONSIBILITY 108 * STRUCTURE 109 * SINCERITY 109 *
SUCCESS 109 * INTEREST 109 TEACHING STUDENTS WITH LEARNING DISABILITIES
IN THE GENERAL EDUCATION CLASSROOM 111 LD IN PRACTICE: ACCOMMODATIONS
FOR THE GENERAL EDUCATION TEACHER 112 * ACCOMMODATIONS FOR STUDENTS WITH
LEARNING DISABILITIES 112 * PEER TUTORING 115 * EXPLICIT TEACHING 116 *
PROMOTING ACTIVE LEARNING 117 * SCAFFOLDED INSTRUCTION 117 LD IN
PRACTICE: GUIDELINES FOR PROMOTING ACTIVE LEARNING 118 * RECIPROCAL
TEACHING 119 * LEARNING STRATEGIES INSTRUCTION 120 TASK ANALYSIS 120 LD
IN PRACTICE: STEPS OFTASK ANALYSIS 121 CA SE STUDY PART 11: RITA G.'S
MULTIDISCIPLINARY EVALUATION 122 4 EDUCATIONAL SETTINGS 129 VIII
CONTENTS IMPORTANT CONCEPTS ABOUT EDUCATIONAL SETTINGS 130 * CONTINUUM
OF ALTERNATIVE PLACEMENTS 131 * LEAST RESTRICTIVE ENVIRON- MENT 133 *
INTEGRATING GENERAL EDUCATION AND SPECIAL EDUCATION 134 * GUIDELINES FOR
EFFECTIVE INCLUSION 135 LD IN PRACTICE: STRATEGIES FOR EFFECTIVE
INCLUSION IN THE GENERAL EDUCATION CLASSROOM 136 EDUCATIONAL SETTINGS
135 * GENERAL EDUCATION CLASS 137 * RESOURCE ROOM 138 * SEPARATE CLASS
139 * SEPARATE SCHOOL 140 * RESIDENTIAL FACILITY 140 * HOMEBOUND OR
HOSPITAL SETTING 141 * ONE-TO-ONE INSTRUCTION 141 PROMOTING PARTNERSHIPS
BETWEEN GENERAL EDUCATION TEACHERS AND SPECIAL EDUCATION TEACHERS 142 *
COLLABORATION 143 * WHAT THE GENERAL EDUCATION TEACHER NEEDS 144 * WH AT
THE SPECIAL EDUCATION TEACHER NEEDS 145 * COTEACHING 146 * STRATEGIES TO
MAKE COTEACHING WORK 147 PARENTS AND THE FAMILY 147 LD IN PRACTICE:
STRATEGIES FOR TWO TEACHERS WORKING TOGETHER 148 * SUGGESTIONS FOR
PARENTS 149 LD STORIES: MOTHERS' THOUGHTS 150 * PARENTS' RIGHTS 150 LD
IN PRACTICE: SUGGESTIONS FOR PARENTS 151 * THE FAMILY SYSTEM 152 *
STAGES OF ACCEPTANCE 153 * PARENT SUPPORT GROUPS AND FAMILY COUNSELING
154 * PARENT-TEACHER CONFERENCES 155 CASE STUDY PART 111: RITA G.'S CASE
CONFERENCE-IEP MEETING 156 L:Z!IIDI THEORETICAL PERSPECTIVES AND
EXPANDING DIRECTIONS 161 5 THEORIES OF LEARNING: IMPLICATIONS FOR
LEARNING DISABILITIES 161 THE ROLE OF THEORY 162 THEORIES OF LEARNING
163 DEVELOPMENTAL PSYCHOLOGY 163 * DEVELOPMENTAL VARIATIONS 163 *
PIAGET'S MATURATIONAL STAGES OF DEVELOPMENT 165 LD STORIES:
DEVELOPMENTAL THEORY AND MATURATION 167 * STAGES OF LEARNING 168 *
IMPLICATIONS OF DEVELOPMENTAL PSYCHOLOGY FOR LEARNING DISABILITIES 169
BEHAVIORAL PSYCHOLOGY 170 * THE BEHAVIORAL UNIT 170 * FUNCTIONAL
BEHAVIORAL ASSESSMENT AND POSITIVE BEHAVIORAL SUPPORT 171 * EXPLICIT
TEACHING AND DIRECT INSTRUCTION 171 * BEHAVIORAL ANALYSIS 172 *
IMPLICATIONS OF BEHAVIORAL PSYCHOLOGY FOR LEARNING DISABILITIES 173
COGNITIVE PSYCHOLOGY 173 LD IN PRACTICE: STRATEGIES BASED ON BEHAVIORAL
PSYCHOLOGY FOR THE GENERAL EDUCATION CLASSROOM 174 * DISORDERS IN
PSYCHOLOGICAL PROCESSING 175 * THE INFORMATION- PROCESSING MODEL OF
LEARNING 176 * COGNITIVE LEARNING THEORIES 181 * METACOGNITION 182
CONTENTS IX LD STORIES: METACOGNITIVE SHOPPING BEHAVIOR 184 *
IMPLICATIONS OF COGNITIVE PSYCHOLOGY FOR LEARNING DISABILITIES 185
LEARNING STRATEGIES INSTRUCTION 185 * LEARNING STRATEGIES 185 LD IN
PRACTICE: STRATEGIES BASED ON COGNITIVE PSYCHOLOGY FOR THE GENERAL
EDUCATION CLASSROOM 186 * COGNITIVE STYLES OF LEARNING 188 * THE SOCIAL
INTERACTIONS OF LEARNING 189 * INTERACTIVE DIALOGUES 189 * IMPLICATIONS
OF LEARNING STRATEGIES INSTRUCTION FOR LEARNING DISABILITIES 191 IATTENTION DEFICIT DISORDER AND RELATED NEURODEVELOPMENTAL CONDITIONS 195
LD STORIES: RYAN, A CHILD WITH ADD/ADHD 197 CHARACTERISTICS OF ADD/ADHD
197 * SYMPTOMS OF ADD/ADHD 198 ASSESSMENT OF ADD/ADHD 199 * TYPES OF
ADHD IN THE DIAGNOSTIC AND STATISTICAL MANUAL OF MENTAL DISORDERS,
FOURTH EDITION, REVISED 199 * RATING SCALES 200 * ELIGIBILITY OF
CHILDREN WITH ADD/ADHD FOR SPECIAL SERVICES 201 * IMPLICATIONS OF THE
LAW FOR CHILDREN WITH ADD/ADHD 201 * INCREASE IN THE NUMBER OF CHILDREN
IDENTIFIED WITH ADD/ADHD 202 TREATMENTS FOR ADD/ADHD 202 * MULTIMODAL
TREATMENT PLAN 202 * MEDICATION 203 * AMERICAN ACADEMY OF PEDIATRICS
GUIDELINES FOR TREATMENT 205 * ALTERNATIVE THERAPIES 206 NEUROCHEMISTRY
OF PSYCHOSTIMULANT MEDICATIONS 207 METHODS FOR TEACHING STUDENTS WITH
ADD/ADHD 208 * INCREASING ATTENTION 208 * MANAGING IMPULSIVITY 209 *
REDUCING HYPERACTIVITY 210 X CONTENTS ACCOMMODATIONS FOR THE GENERAL
EDUCATION CLASSROOM 211 RELATED NEURODEVELOPMENTAL CONDITIONS 211 LD IN
PRACTICE: STRATEGIES FOR STUDENTS WITH ADD/ADHD IN THE GENERAL EDUCATION
CLASSROOM 211 * ASPERGER'S SYNDROME 212 LD IN PRACTICE: TEN TIPS FOR
HELPING YOUR CHILD WITH AS PREPARE TO RETURN TO SCHOOL 214 * AUTISM 214
* NONVERBAL LEARNING DISORDERS 215 7 YOUNG CHILDREN WITH LEARNING
DISABILITIES THE IMPORTANCE OF THE EARLY YEARS * BENEFITS OF EARLY
INTERVENTION 221 LD STORIES: A PRESCHOOLER WITH A DISABILITY 222 219 220
THE LAW AND YOUNG CHILDREN WITH DISABILITIES 223 * PRESCHOOL CHILDREN:
AGES 3 THROUGH 5 224 * INFANTS AND TODDLERS: BIRTH THROUGH AGE 2 224 *
NUMBER OF PRESCHOOL CHILDREN RECEIVING SPECIAL EDUCATION SERVICES 225 *
CONSIDERATIONS OF CULTURAL DIVERSITY 226 * CHILDREN AT RISK 227 *
EDUCATIONAL ENVIRONMENTS 228 DEVELOPMENTAL INDICATORS OF PROBLEMS IN
YOUNG CHILDREN 229 MOTOR DEVELOPMENT AND LEARNING 231 * THE IMPORTANCE
OF MOTOR DEVELOPMENT 231 LD STORIES: MOTOR CO ORDINATION PROBLEMS 232 *
CONCEPTS OF MOTOR DEVELOPMENT 233 * PERCEPTUAL MOTOR DEVELOP- ME NT 234
* SENSORY INTEGRATION 235 * ASSESSING MOTOR DEVELOP- MENT 237 PERCEPTION
237 * PERCEPTUAL MODALITY CONCEPT 238 LD STORIES: PERCEPTUAL PROBLEMS
239 * OVERLOADING THE PERCEPTUAL SYSTEMS 239 * AUDITORY PERCEPTION 240 *
VISUAL PERCEPTION 241 * TACTILE AND KINESTHETIC PERCEPTION 244 *
ASSESSING PERCEPTUAL DEVELOPMENT 244 ASSESSING YOUNG CHILDREN 244 *
PHASES OF EARLY IDENTIFICATION AND ASSESSMENT 245 * AREAS OF ASSESS-
MENT 247 * PROBLEMS RELATED TO EARLY IDENTIFICATION 248 LD STORIES:
ERRORS IN TESTING AND IDENTIFICATION 248 EARLY CHILDHOOD CURRICULUM AND
PRACTICES FOR YOUNG CHILDREN WITH SPECIAL NEEDS 249 CONTENTS XI *
PHILOSOPHY OF THE EARLY CHILDHOOD CURRICULUM FOR YOUNG CHILDREN WITH
SPECIAL NEEDS 249 * DIVISION FOR EARLY CHILDHOOD RECOMMENDED PRACTICES
249 * HEAD START PROGRAMS 249 * USING COMPUTER TECHNOLOGY 251 LD
STORIES: USING A COMPUTER WITH A PRESCHOOL CHILD 251 EARLY INTERVENTION
STRATEGIES 254 * MOTOR DEVELOPMENT ACTIVITIES 255 * AUDITORY PROCESSING
258 * VISUAL PROCESSING 260 * TACTILE AND KINESTHETIC PROCESSING 261
STRATEGIES FOR PRESCHOOLLNCLUSION 261 LD IN PRAETICE: STRATEGIES FOR
CHILDREN WITH SPECIAL NEEDS IN THE GENERAL EDUCATION PRESCHOOL CLASSROOM
262 8 ADOLESCENTS AND ADULTS WITH LEARNING DISABILITIES 265 XII CONTENTS
ADOLESCENTS WITH LEARNING DISABILITIES 266 * CHARACTERISTICS OF
ADOLESCENCE 266 * CHARACTERISTICS OF ADOLESCENTS WITH LEARNING
DISABILITIES 267 LD STORIES: TIM AN ADOLESCENT WITH LEARNING
DISABILITIES 268 * SECONDARY SCHOOL STUDENTS WITH LEARNING DISABILITIESIN DIFFERENT EDU- CATIONAL ENVIRONMENTS 271 * WHAT HAPPENS TO HIGH
SCHOOL STUDENTS WITH LEARNING DISABILITIES? 272 SPECIAL ISSUESAT THE
SECONDARY LEVEL 272 * CHALLENGES FOR ADOLESCENTS WITH LEARNING
DISABILITIES 273 * INCLUSION AT THE SECONDARY LEVEL 274 * EFFECTIVE
INCLUSION PRACTICES FOR SECONDARY TEACHERS 274 LD STORIES: SUCCESSFUL
INCLUSION AT THE SECONDARY LEVEL, TRUSTING ONE'S STRENGTHS 274 *
PERFORMANCE STANDARDS AND HIGH-STAKES TESTING 275 LD IN PRACTICE:
INCLUSION STRATEGIES FOR THE SECONDARY GENERAL EDUCATION CLASSROOM 276 *
CONTENT-AREA SECONDARY TEACHERS 277 LD IN PRACTICE: TEST-TAKING TIPS 278
TRANSITION FROM SCHOOL TO ADULT LIFE 278 * TRANSITION LEGISLATION 279 *
DEVELOPING TRANSITION PLANS 280 LD IN PRACTICE: GUIDELINES FOR
DEVELOPING TRANSITION PLANS FOR SECONDARY STUDENTS WITH LEARNING
DISABILITIES 282 APPROACHES TO TEACHING ADOLESCENTS WITH LEARNING
DISABILITIES IN SECONDARY SCHOOLS 283 * FEATURES OF EFFECTIVE SECONDARY
PROGRAMS 283 * CURRICULUM MODELS FOR SERVING ADOLESCENTS WITH LEARNING
DISABILITIES AT THE SECONDARY LEVEL 283 LEARNING STRATEGIES INSTRUCTION
285 LD STORIES: THE POWER OF LEARNING STRATEGIES, A PARABLE 286 *
GUIDELINES FUER TEACHING LEARNING STRATEGIES 286 * STRATEGIES
INTERVENTION MODEL 287 * STEPS FOR TEACHING LEARNING STRATEGIES 287 THE
ADULT YEARS 290 * LEGISLATION FOR ADULTS WITH DISABILITIES 290 *
NONDEGREE POST- SECONDARY PROGRAMS 291 * COLLEGE PROGRAMS 292 LD
STORIES: DARLENE, A COLLEGE STUDENT WITH LEARNING DISABILITIES 293 *
PROFESSIONAL LICENSING AND LEARNING DISABILITIES 296 * ADULTS WITH
LEARNING DISABILITIES 297 LD STORIES: FRANK, AN ADULT WITH A LEARNING
DISABILITY 297 COMPUTER TECHNOLOGY FOR ADOLESCENTS AND ADULTS 299 LD
STORIES: HOW COMPUTERS CHANGED MY LIFE 299 9 MEDICAL ASPECTS OF LEARNING
DISABILITIES 303 THE VALUE OF MEDICAL INFORMATION FOR EDUCATORS 304
NEUROSCIENCES AND THE STUDY OF THE BRAIN 305 * THE BRAIN: ITS STRUCTURE
AND FUNCTIONS 305 * RECENT BRAIN RESEARCH 307 LD STORIES: REEOLLECTIONS
OF INDIVIDUALS WITH DYSLEXIA 308 * ADVANCES WITH FUNCTIONAL MAGNETIC
RESONANCE IMAGING 310 NEUROPSYCHOLOGY 312 THE NEUROLOGICAL EXAMINATION
313 * CONVENTIONAL NEUROLOGICAL ASSESSMENT 314 * EXAMINATION FOR SOFT
NEUROLOGICAL SIGNS 314 MEDICAL SPECIALTIES INVOLVED WITH LEARNING
DISABILITIES AND RELATED DISORDERS 317 * PEDIATRICS AND FAMILY PRACTICE
MEDICINE 317 * NEUROLOGY 317 * OPHTHALMOLOGY 318 * OTOLOGY 319 *
PSYCHIATRY 319 LD IN PRACTICE: STRATEGIES FOR USING MEDIEAL INFORMATION
IN THE GEN- ERAL EDUEATION CLASSROOM 319 CONTENTS XIII LZ!LIIL'I FROM
THEORIES TO TEACHING STRATEGIES '11 ORAL LANGUAGE: LISTENING AND
SPEAKING 323 323 THEORIES 324 ORAL LANGUAGE, READING, AND WRITING: AN
INTEGRATED SYSTEM 325 * FORMS OF THE LANGUAGE SYSTEM 326 LD STORIES:
LANGUAGE AND LEARNING-HELEN KELLER 327 * COUNCIL FOR EXCEPTIONAL
CHILDREN STANDARDS FOR LANGUAGE 328 * LANGUAGE AS A COMMUNICATION
PROCESS 328 HOW CHILDREN ACQUIRE LANGUAGE 330 * BEHAVIORAL FACTORS 330 *
BIOLOGICAL OR INNATE FACTORS 331 * COGNI- TIVE FACTORS 333 * SOCIAL
FACTORS 333 COMPONENTS OF THE LANGUAGE SYSTEM * PHONOLOGY 334 *
MORPHOLOGY 334 * SYNTAX 335 * SEMANTICS 335 * PRAGMATICS 335 334 TYPES
OF LANGUAGE PROBLEMS 336 * LANGUAGE DISORDERS VERSUS SPEECH DISORDERS
337 * DELAYED SPEECH 337 * PHONOLOGICAL AWARENESS 337 LD STORIES:
LANGUAGE DELAY 338 * TEMPORAL ACOUSTICAL PROCESSING 339 * RAPID
AUTOMATIZED NAMING AND WORD FINDING 341 * LANGUAGE DISORDERS 342CULTURAL AND LINGUISTIC DIVERSITY IN ORAL LANGUAGE 343 * NONSTANDARD
ENGLISH 343 * ENGLISH-LANGUAGE LEARNERS 344 LD IN PRACTICE: EFFECTIVE
PRACTICES FOR SUPPORTING ENGLISH-LANGUAGE LEARNERS 345 * LEARNING A
SECOND LANGUAGE 345 EARLY LITERACY AND ORAL LANGUAGE 346 LD IN PRACTICE:
ACTIVITIES TO PROMOTE EARLY LITERACY 347 ASSESSING ORAL LANGUAGE 347 *
INFORMAL MEASURES 348 * FORMAL TESTS 348 XIV CONTENTS TEACHING
STRATEGIES 348 LISTENING 350 * LISTENING MEANS COMPREHENSION 350 *
PHONOLOGIE AL AWARENESS OF LANGUAGE SOUNDS 351 * UNDERSTANDING WORDS AND
BUILDING A LISTENING VOEABULARY 354 * UNDERSTANDING SENTENCES 355 *
LISTENING COMPRE- HENSION 356 * CRITIEAL LISTENING 356 * LISTENING TO
STORIES 357 SPEAKING 357 * STAGES OF ORAL LANGUAGE DEVE10PMENT 357 *
AETIVITIES FOR NATURAL LANGUAGE STIMULATION 361 * AETIVITIES FOR
TEAEHING ORAL LANGUAGE 362 * AETIVITIES FOR IMPROVING THE ORAL LANGUAGE
OF ADOLESEENTS 366 COMPUTER TECHNOLOGY FOR ORAL LANGUAGE 367 TEACHING
LANGUAGE IN THE GENERAL EDUCATION CLASSROOM 367 LD IN PRACTICE: TEACHING
LANGUAGE IN THE GENERAL EDUCATION CLASSROOM 368 11 READING THEORIES THE
CONSEQUENCES OF READING DISABILITIES DYSLEXIA LD STORIES: PEOPLE WITH
DYSLEXIA 375 ELEMENTS OF READING PHONEMIC AWARENESS 371 372 372 374 376
377 PHONICS AND WORD-RECOGNITION SKILLS 377 * PHONIES 378 * SIGHT WORDS
379 * CONTEXT CLUES 381 * STRUETURAL ANALYSIS 382 * COMBINING
WORD-REEOGNITION CLUES 382 FLUENCY 382 * SIGHT WORDS 382 * AUTOMATICITY
383 * REPEATED READING 383 * OTHER METHODS TO IMPROVE READING FLUENEY
385 VOCABULARY 386 COMPREHENSION 387 * VIEWS OF READING COMPREHENSION
388 * STRATEGIES TO PROMOTE READ- ING COMPREHENSION 390 * COMPREHENSION
OF NARRATIVE TEXT 392 * COMPREHENSION OF INFORMATIONAL TEXT 392 CONTENTS
XV LD IN PRACTICE: NARRATIVE GENRES 393 THE READING-WRITING CONNECTION
LD STORIES: WRITING BEFORE READING 395 * EARLY LITERACY AND WRITING 395
* LITERATURE-BASED READING INSTRUCTION 395 394 XVI CONTENTS ASSESSING
READING 397 * INFORMAL MEASURES 397 * FORMAL TESTS 398 TEACHING
STRATEGIES 401 READING STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM
401 STRATEGIES TO IMPROVE WORD RECOGNITION 401 * BUILDING PHONEME
AWARENESS 401 * DYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS
(DIBELS) 401 LD IN PRACTICE: READING STRATEGIES FOR THE GENERAL
EDUCATION CLASSROOM 402 * PHONICS METHODS 403 STRATEGIES TO IMPROVE
FLUENCY 404 * REPEATED READING 404 * PREDICTABLE BOOKS 404 *
NEUROLOGICAL IMPRESS METHOD 406 STRATEGIES TO IMPROVE READING
COMPREHENSION 406 * USING BASAL READERS 406 * ACTIVATING BACKGROUND
KNOWLEDGE 407 * LANGUAGE EXPERIENCE METHOD 407 * THE K-W-L TECHNIQUE 408
* BUILDING MEANING WITH VOCABULARY AND CONCEPTS 409 LD STORIES:
MISUNDERSTANDING OF CONCEPTS 411 * THE READING-WRITING CONNECTION 414 *
THINKING STRATEGIES 415 * LEARNING STRATEGIES FOR READING 416 SPECIAL
REMEDIAL METHODS FOR READING 416 * MULTISENSORY METHODS 416 * READING
RECOVERY 418 * DIRECT INSTRUCTION PROGRAMS 418 LD IN PRACTICE: THE
FERNALD METHOD 419 METHODS TO DEAL WITH SPECIFIC READING PROBLEMS 421 *
REVERSALS 421 * FINGER POINTING AND LIP MOVING 421 * DISFLUENT ORAL
READING 422 * INABILITY TO READ SILENTLY 422 * RECORDED TEXT- BOOKS AND
DIGITAL CD-ROMS 423 COMPUTERS AND READING 423 * TEXT-TO-SPEECH PROGRAMS
424 '12 WRITTEN LANGUAGE: WRITTEN EXPRESSION, SPELLING, AND HANDWRITING
429 THEORIES 430 WRITTEN EXPRESSION 431 * THE WRITING CONNECTION IN THE
INTEGRATED LANGUAGE SYSTEM 431 LD STORIES: WRITTEN LANGUAGE PROBLEMS 432* EARLY LITERACY AND WRITING 433 * THE WRITING PROCESS 434 * PRINCIPLES
FOR TEACHING THE WRITING PROCESS 437 * A LEARNING STRATEGY TEACHING
APPROACH TO WRITING 438 * STRATEGIES FOR WRITING 438 * COMPUTERS AND
WORD PROCESSING 442 * ASSESSMENT OF WRITTEN EXPRESSION 447 SPELLING 447
* DEVELOPMENTAL STAGES OF LEARNING TO SPEIL 448 * PROBLEMS RELATED TO
SPELLING 450 * INVENTED SPELLING 451 * COGNITIVE LEARNING STRATEGIES FOR
SPELLING 452 LD STORIES: LEARNING THE AWFUL TRUTH ABOUT SPELLING 454 *
MULTISENSORY APPROACHES TO SPELLING 454 * TWO THEORIES OF WORD SELECTION
FOR TEACHING SPELLING 454 * ASSESSMENT OF SPELLING 457 HANDWRITING 458 *
MANUSCRIPT WRITING 459 * CURSIVE WRITING 461 * THE LEFT-HANDED STUDENT
461 * KEYBOARDING OR TYPING SKILLS 462 TEACHINGSTRATEGIES 462 WRITING
STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM 463 STRATEGIES FOR
TEACHING WRITTEN EXPRESSION 463 * PRINCIPLES FOR INSTRUCTION IN THE
WRITING PROCESS 463 LD IN PRACTICE: WRITING STRATEGIES FOR THE GENERAL
EDUCATION CLASSROOM 464 STRATEGIES FOR USING WORD PROCESSING 466
STRATEGIES FOR TEACHING SPELLING 467 STRATEGIES FOR TEACHING HANDWRITING
469 CONTENTS XVII 13 MATHEMATICS 475 XVIII CONTENTS THEORIES 476
MATHEMATICS DISABILITIES 477 EARLY NUMBER CONCEPTS AND NUMBER SENSE 477
* SPATIAL RELATIONSHIPS 478 * VISUAL-MOTOR AND VISUAL-PERCEPTION
ABILITIES 478 * CONCEPTS OF TIME AND DIRECTION 479 CHARACTERISTICS OF
MATHEMATICS DISABILITIES 479 * INFORMATION-PROCESSING DIFFICULTIES 479 *
LANGUAGE AND READING ABILITIES 480 * MATH ANXIETY 481 LD IN PRACTICE:
GUIDELINES FOR DEALING WITH MATH ANXIETY 481 MATHEMATICS DISABILITIES AT
THE SECONDARY LEVEL 482 MATHEMATICS STANDARDS 483 * HIGH STANDARDS AND
ANNUAL TESTING 483 * MATHEMATICS PRINCIPLES AND STANDARDS FROM THE
NATIONAL COUNCIL OF TEACHERS OF MATHEMATICS 483 LEARNING THEORIES FOR
MATHEMATICS INSTRUCTION 484 * PROGRESSION FROM CONCRETE LEARNING TO
ABSTRACT LEARNING 484 LD STORIES: ACTIVE INVOLVEMENT IN MATHEMATICS 486
* DIRECT INSTRUCTION OF MATHEMATICS 487 * LEARNING STRATEGIES
INSTRUCTION 487 * PROBLEM SOLVING 488 LD STORIES: ENCOURAGING A
PROBLEM-SOLVING ATTITUDE 489 ASSESSING MATHEMATICS ABILITY 491 * FORMAL
TESTS 491 * INFORMAL MEASURES 493 TEACHING STRATEGIES 496 MATHEMATICS
STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM 496 THE MATHEMATICS
CURRICULUM 496 * THE SEQUENCE OF MATHEMATICS: GRADES K-8 496 LD IN
PRACTICE: MATHEMATICS STRATEGIES FOR THE GENERAL EDUCATION CLASSROOM 497
* THE SECONDARY MATHEMATICS CURRICULUM 498 PRINCIPLES OF INSTRUCTION FOR
STUDENTS WITH MATHEMATICS DISABILITIES 498 * EARLY NUMBER LEARNING 498 *
PROGRESSING FROM THE CONCRETE TO THE ABSTRACT 498 * PROVIDE OPPORTUNITY
FOR PRACTICE AND REVIEW 499 * TEACH STUDENTS TO GENERALIZE TO NEW
SITUATIONS 500 * TEACH MATHE- MATICS VOCABULARY 500 ACTIVITIES FOR
TEACHING MATHEMATICS * TEACHING EARLY NUMBER SKILLS 500 * TEACHING
COMPUTATION SKILLS * TEACHING WARD STORY PROBLEMS 508 USING TECHNOLOGY
FOR MATHEMATICS INSTRUCTION * CALCULATORS 510 * COMPUTERS 510 *
SPREADSHEETS 512 14 SODAL AND EMOTIONAL BEHAVIOR 500 503 510 517
THEORIES 519 NONVERBAL LEARNING DISORDERS AND SOCIAL DISORDERS 519 *
CHARACTERISTICS OF NONVERBAL LEARNING DISORDERS 519 LD STORIES: A
NONVERBAL LEARNING DISORDER 520 * CHARACTERISTICS OF SOCIAL DISORDERS
521 LD STORIES: SOCIAL SKILLS DISORDERS 522 * SOCIAL PROBLEMS IN
DIFFERENT SETTINGS 525 EMOTIONAL PROBLEMS 526 * CHARACTERISTICS OF
EMOTIONAL PROBLEMS 527 * LOW SE1F-CONCEPT 527 ANXIETY 529 * DEPRESSION529 * THE QUALITY OF RESILIENCY 529 BEHAVIORAL CHALLENGES * FUNCTIONAL
BEHAVIORAL ASSESSMENT AND POSITIVE BEHAVIARAL SUPPORTS * REINFORCEMENT
THEORY 531 * MOTIVATION 533 * ATTRIBUTION THEARY 533 * COGNITIVE
BEHAVIOR MODIFICATION 534 * HE1PING STUDENTS WITH BEHAVIORAL CHALLENGES
535 ASSESSING SOCIAL AND EMOTIONAL BEHAVIORS 530 530 535 TEACHING
STRATEGIES 535 DEVELOPING SOCIAL COMPETENCIES 535 * SELF-PERCEPTION 537
* SENSITIVITY TO OTHER PEOPLE 537 * SOCIAL MATURITY 538 * LEARNING
STRATEGIES FOR SOCIAL SKILLS 539 * SOCIAL SKILLS PROGRAMS 539 STRATEGIES
FOR STUDENTS WITH EMOTIONAL PROBLEMS 539 * STRENGTHENING SE1F-ESTEEM 539
LD IN PRACTICE: STRATEGIES FOR TEACHING SOCIAL SKILLS IN THE GENERAL
EDUCATION CLASSROOM 540 CONTENTS XIX LD IN PRACTICE: STRATEGIES FOR
IMPROVING SELF-ESTEEM IN THE GENERAL EDUCATION CLASSROOM 542 BEHAVIOR
MANAGEMENT STRATEGIES 543 * REINFORCEMENT 543 * CONTINGENCY CONTRACTING
543 * TIME-OUT 543 * HOME-SCHOOL CO ORDINATION 544 LD IN PRACTICE:
FINDING REINFORCERS 544 LD IN PRACTICE: STRATEGIES FOR STUDENTS WITH
BEHAVIORAL CHALLENGES IN THE GENERAL EDUCATION CLASSROOM 546 REFERENCE
GUIDE RG-1 (ASE STUDY: THE PROCESS OF REFERRAL, ASSESSMENT, AND TEACHING
OF ADAM Z. RG-2 TESTS FOR ASSESSING STUDENTS WITH LEARNING DISABILITIES
RG-9 ADDITIONAL RESOURCES: WEBSITES, VIDEO, AND PRINT RG-15 XX CONTENTS
(REDITS GLOSSARY REFERENCES NAME INDEX SUBJECT INDEX (-1 G-1 R-1 1-1 1-6 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Lerner, Janet W. |
| author_facet | Lerner, Janet W. |
| author_role | aut |
| author_sort | Lerner, Janet W. |
| author_variant | j w l jw jwl |
| building | Verbundindex |
| bvnumber | BV021487916 |
| callnumber-first | L - Education |
| callnumber-label | LC4704 |
| callnumber-raw | LC4704 |
| callnumber-search | LC4704 |
| callnumber-sort | LC 44704 |
| callnumber-subject | LC - Social Aspects of Education |
| classification_rvk | DT 2000 |
| ctrlnum | (OCoLC)60886266 (DE-599)BVBBV021487916 |
| dewey-full | 371.9 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 371 - Schools and their activities; special education |
| dewey-raw | 371.9 |
| dewey-search | 371.9 |
| dewey-sort | 3371.9 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| discipline_str_mv | Pädagogik |
| edition | 10. ed. |
| format | Book |
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| id | DE-604.BV021487916 |
| illustrated | Illustrated |
| index_date | 2024-07-02T14:11:45Z |
| indexdate | 2024-07-09T20:36:56Z |
| institution | BVB |
| isbn | 0618474021 |
| language | English |
| lccn | 2004110351 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-014704786 |
| oclc_num | 60886266 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xxvii, 549, 19, 10, 24, 22 p. ill. 24 cm |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Houghton Mifflin |
| record_format | marc |
| spelling | Lerner, Janet W. Verfasser aut Learning disabilities and related disorders characteristics and teaching strategies Janet W. Lerner with Frank Kline 10. ed. Boston [u.a.] Houghton Mifflin c2006 xxvii, 549, 19, 10, 24, 22 p. ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Bis 9. ed. u.d.T.: Lerner, Janet W.: Learning disabilities Includes bibliographical references (R/1-R/24) and indexes Apprentissage, Troubles de l' Enfants en difficulté d'apprentissage - Éducation Leermoeilijkheden gtt Erziehung Learning disabilities Learning disabled children Education Lernbehinderung (DE-588)4123636-1 gnd rswk-swf Kind (DE-588)4030550-8 gnd rswk-swf Kind (DE-588)4030550-8 s Lernbehinderung (DE-588)4123636-1 s DE-604 Kline, Frank Sonstige oth V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014704786&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Lerner, Janet W. Learning disabilities and related disorders characteristics and teaching strategies Apprentissage, Troubles de l' Enfants en difficulté d'apprentissage - Éducation Leermoeilijkheden gtt Erziehung Learning disabilities Learning disabled children Education Lernbehinderung (DE-588)4123636-1 gnd Kind (DE-588)4030550-8 gnd |
| subject_GND | (DE-588)4123636-1 (DE-588)4030550-8 |
| title | Learning disabilities and related disorders characteristics and teaching strategies |
| title_auth | Learning disabilities and related disorders characteristics and teaching strategies |
| title_exact_search | Learning disabilities and related disorders characteristics and teaching strategies |
| title_exact_search_txtP | Learning disabilities and related disorders characteristics and teaching strategies |
| title_full | Learning disabilities and related disorders characteristics and teaching strategies Janet W. Lerner with Frank Kline |
| title_fullStr | Learning disabilities and related disorders characteristics and teaching strategies Janet W. Lerner with Frank Kline |
| title_full_unstemmed | Learning disabilities and related disorders characteristics and teaching strategies Janet W. Lerner with Frank Kline |
| title_short | Learning disabilities and related disorders |
| title_sort | learning disabilities and related disorders characteristics and teaching strategies |
| title_sub | characteristics and teaching strategies |
| topic | Apprentissage, Troubles de l' Enfants en difficulté d'apprentissage - Éducation Leermoeilijkheden gtt Erziehung Learning disabilities Learning disabled children Education Lernbehinderung (DE-588)4123636-1 gnd Kind (DE-588)4030550-8 gnd |
| topic_facet | Apprentissage, Troubles de l' Enfants en difficulté d'apprentissage - Éducation Leermoeilijkheden Erziehung Learning disabilities Learning disabled children Education Lernbehinderung Kind |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=014704786&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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