Learning About Learning Disabilities
Total Page：16
File Type：pdf, Size：1020Kb
LEARNING ABOUT LEARNING DISABILITIES THIRD EDITION ThisPageIntentionallyLeftBlank LEARNING ABOUT LEARNING DISABILITIES THIRD EDITION Edited by Bernice Y. L. Wong Faculty of Education Simon Fraser University Burnaby, British Columbia, Canada Amsterdam • Boston • Heidelberg • London New York • Oxford • Paris • San Diego San Francisco • Singapore • Sydney • Tokyo Elsevier Academic Press 525 B Street, Suite 1900, San Diego, California 92101-4495, USA 84 Theobald’s Road, London WC1X 8RR, UK ϱ This book is printed on acid-free paper. Copyright ß 2004, Elsevier Inc. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher. Permissions may be sought directly from Elsevier’s Science & Technology Rights Department in Oxford, UK: phone: (þ44) 1865 843830, fax: (þ44) 1865 853333, e-mail: [email protected]. You may also complete your request on-line via the Elsevier homepage (http://elsevier.com), by selecting ‘‘Customer Support’’ and then ‘‘Obtaining Permissions.’’ Library of Congress Cataloging-in-Publication Data Learning about learning disabilities / edited by Bernice Y. L. Wong.–3rd ed. p. cm. Includes bibliographical references and index. ISBN 0–12–762533–X 1. Learning disabilities. 2. Learning disabled children–Education. 3. Learning disabled youth–Education. 4. Learning disabled–Education. I. Wong, Bernice Y. L. LC4704.L376 2004 371.9–dc22 200400886 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library ISBN: 0-12-762533-X For all information on all Academic Press publications visit our Web site at www.academicpress.com Printed in the United States of America 030405060708987654321 This book is dedicated to my husband Rod, and daughter, Kristi And to Nancy Hutchinson, Lorraine Graham, Deb Butler and John McNamara ThisPageIntentionallyLeftBlank Contents Contributors xiii Preface xvii Acknowledgments xix To the Student xix SECTION I Conceptual, Historical, and Research Aspects of Learning Disabilities 1. Learning Disabilities: An Historical and Conceptual Overview Joseph K. Torgesen I. Current Status of the Field 3 II. A Historical Perspective 7 III. Current and Future Issues 21 IV. Concluding Comments 31 2. Learning Disabilities and Memory H. Lee Swanson, John B. Cooney, Y and John K. McNamara I. Introduction 41 II. A Historical Perspective 42 III. Contemporary Research 45 IV. Parallels to Normal Memory Development 46 V. Components and Stages of Information Processing 52 VI. Memory Research in Perspective 72 VII. Trends in Memory Research 74 VIII. Implications from Contemporary Memory Research for Instruction 75 IX. Summary and Conclusion 80 3. Language Processes and Reading Disabilities Maureen Hoskyn I. Introduction 93 II. Theoretical Approaches to Language Acquisition 95 III. Language and Reading 109 IV. Language, Word Recognition, and Reading Disabilities 110 V. Sources of Individual Differences 113 vii viii Contents VI. Language, Reading Comprehension and Reading Disabilities 116 VII. Future Challenges 119 4. Peer Relationships and Learning Disabilities Ruth Pearl and Mavis L. Donahue I. Introduction 133 II. What Are the Characteristics of Peer Relationships of Students with Learning Disabilities? 134 III. What Factors Might Be Linked to the Peer Relationships of Students with Learning Disabilities? 140 IV. Future Research Directions 155 5. Self-Regulation among Students with LD and ADHD Karen R. Harris, Robert R. Reidy, and Steve Graham I. Defining and Understanding Self-Regulation 167 II. Theoretical Bases for Research on Self-Regulation 171 III. Common Self-Regulation Processes: Application with Students with LD and ADHD 173 IV. Self-Regulation and Major Dependent Variables 177 V. Factors Influencing and Influenced by Self-Regulation 182 VI. Self-Regulation of Strategic Performance 184 VII. Conclusion 188 6. The Reading Brain in Children and Youth: A Systems Approach Virginia W. Berninger I. Brain as a Functional System 199 II. Important Processes in the Reading Brain 206 III. Imaging Studies of Children and Youth With and Without Reading Disabilities 223 Summary of Sections I, II, and III 233 IV. Implications for Assessment and Instructional Intervention 234 SECTION II Instructional Aspects of Learning Disabilities 7. Difficulties in Reading Comprehension for Students with Learning Disabilities Lorraine Graham and Anne Bellert I. Introduction 251 II. Students’ Difficulties in Reading Comprehension 253 III. Effective Reading Comprehension Instruction 265 IV. Future Directions 272 8. Writing Instruction Steve Graham, Karen R. Harris, and Charles MacArthury Introduction 281 Contents ix I. Writing is Critical to Children’s Success in School and Beyond 281 II. What Are the Ingredients Involved in Learning to Write 283 III. The Writing of Students with LD 284 IV. Principles of Writing Instruction 287 V. Concluding Comments 307 9. Instructional Interventions in Mathematics for Students with Learning Disabilities Margo A. Mastropieri, Thomas E. Scruggs, Tracy Davidson, and Ritu K. Rana I. Introduction 315 II. Learning Disabilities and Mathematics Achievement 317 III. Instruction Referenced to NCTM Standards 320 IV. Interventions on Computation Skills 322 V. Cognitive Strategy Instruction 325 VI. Use of Manipulatives 328 VII. Studies Involving Peer Mediation 329 VIII. Discussion 333 10. Social Competence/Social Skills of Students with Learning Disabilities: Interventions and Issues Sharon Vaughn, Jane Sinagub, and Ae-Hwa Kim I. Scope and Objectives 341 II. Overview of Social Competence/Social Skills 342 III. Instructional Method 345 IV. Issues 362 V. Future Directions for Social Skills Intervention Research 363 VI. Summary 364 11. Strategic Academic Interventions for Adolescents with Learning Disabilities Martha J. Larkin and Edwin S. Ellisy I. Introduction 375 II. Empowerment Strategies for Academic Success and Independ- ence 378 III. Strategic Instructional Practices 383 IV. Teaching High-Impact Strategies 392 V. Conclusion 408 12. Social Competence of Adolescents with Learning Disabilities: Interventions and Issues Nancy, L. Hutchinson, John G. Freeman, and Derek H. Berg I. Introduction 415 II. Review of Descriptive Studies of Social Competence of Adolescents with LD 417 III. Review of Intervention Research to Enhance Social Competence of Adolescents with LD 423 x Contents IV. Informing the Search for Alternative Approaches 429 V. Implications for Practice and Research on Social Competence Interventions 437 VI. Summary and Conclusion 440 13. The Science of Schooling for Students with Learning Disabilities: Recommendations for Service Delivery Linking Practice with Research Jean B. Crockett I. Science and Schooling for Students with LD 451 II. Identifying Effective Instruction for Students with LD 457 III. Are Students with LD Receiving Specialized Instruction Designed to be Effective? 466 IV. Recommendations for Service Delivery That Links Practice with Research 476 14. A Community of Practice: Implications for Learning Disabilities Annemarie Sullivan Palincsar, Jane N. Cutter, and Shirley J. Magnusson I. Setting the Stage: Teaching in Contemporary Inclusive Schools 486 II. Constituting an Educational Community of Practice 487 III. Guided Inquiry supporting Multiple Literacies (GIsML) 489 IV. Conducting Case Studies of Included Students in GIsML Instruction 491 V. Constructing and Analyzing the Case Studies 494 VI. Linking Teacher Learning and Student Learning 499 VII. The Teachers’ Reflections 500 VIII. Conclusion 502 Appendix 1: Vignettes from Evan’s Experience with the Light Program of Study 503 SECTION III A Lifespan Approach to Understanding Learning Disabilities 15. Learning Dis/ability as the Intersection of Competing Discourses: Implications for Classrooms, Parents, and Research D. Kim Reid and Jan Weatherly Valle I. Introduction 513 II. Discursive Practices of Dis/Ability 514 III. Implications for the Classroom 519 IV. Implications for Parents (Caregivers) 526 V. Implications for Research 528 VI. Conclusions 531 Contents xi 16. Adolescents with Learning Disabilities: Revisiting The Educator’s Enigma B. Keith Lenz and Donald D. Deshler I. Introduction 535 II. Historical Context 537 III. How Research Has Informed Practice 541 IV. Future Research 558 V. Conclusion 559 17. Adults with Learning Disabilities Deborah L. Butler I. Introduction 565 II. Refocusing on Adults with LD: An Historical Overview 566 III. LD from a Lifespan Perspective 567 IV. Challenges Facing Adults with LD 568 V. Accounting for Individual Differences 579 VI. Programs and Interventions 583 VII. Reflection: Progress and Future Directions 591 18. Understanding Learning Disabilities through a Father’s Perspective J. D. Mashburn Christine Greenhaw Mashburn Institute, 2000 599 ThisPageIntentionallyLeftBlank Contributors Anne Bellert (251) University Prep School School of Educational Studies Seattle, Washington 98195 University of New England Armidale, New South Wales Tracy Davidson (315) 2351 Australia Graduate School of Education George Mason University Derek H. Berg (415) Fairfax, Virginia 22030 Faculty of Education Queen’s University Don Deschler (535) Kingston, Ontario Center for Research on Learning Canada K7L 3N6 University of Kansas Lawrence, Kansas 66045 Virginia W. Berninger (197) Department of Educational Psychology Mavis L. Donahue (133) University of Washington School