edited by Robert J. Sternberg, Louise Spear-Swerling ; with a foreword by Keith E. Stanovich.
.PUBLICATION, DISTRIBUTION, ETC
Place of Publication, Distribution, etc.
Boulder, Colo. :
Name of Publisher, Distributor, etc.
Westview Press,
Date of Publication, Distribution, etc.
1999.
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
xvi, 296 pages :
Other Physical Details
illustrations ;
Dimensions
24 cm
INTERNAL BIBLIOGRAPHIES/INDEXES NOTE
Text of Note
Includes bibliographical references and index.
CONTENTS NOTE
Text of Note
Foreword / Keith E. Stanovich -- Genes, environment, and reading disabilities / Richard K. Olson -- The biological foundations of developmental dyslexia / Elena L. Grigorenko -- The neuropsychological basis of learning disabilities / George W. Hynd, Amanda B. Clinton, and Jennifer R. Hiemenz -- Learning disabilities in perspective / Richard K. Wagner and Tamara Garon -- Phonologically based reading disabilities: toward a coherent theory of one kind of learning disability / Joseph K. Torgesen -- Reading disabilities and the interventionist / Michael G. Pressley -- Learning disabilities: the roads we have traveled and the path to the future / Linda S. Siegel -- Developing reading fluency in learning-disabled students / S. Jay Samuels -- Learning disabilities as organizational pathologies / Thomas M. Skrtic -- Learning disability: issues of representation, power, and the medicalization of school failure / Carol A. Christensen -- Can we get there from here? Learning, disabilities and future education policy / Louise Spear-Swerling -- Epilogue: Toward an emerging consensus about learning disabilities / Robert J. Sternberg.
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SUMMARY OR ABSTRACT
Text of Note
"More children than ever before are being labeled as learning disabled (LD), including some who in the past would have been labeled mentally retarded. But despite the reliance on the term, few agree on its definition or origins." "This edited volume attempts to bridge that knowledge gap by bringing together experts from a variety of perspectives -biological, cognitive, educational, sociological, and interactive - to discuss the nature of LD, its origins, its diagnosis, and effective remediation."--Jacket.