Learning Disabilities, First Edition: From Identification to Intervention

by Jack M. Fletcher, G. Reid Lyon, Lynn S. Fuchs, et al.

Book Overview

Presenting major advances in understanding learning disabilities (LDs) and describing effective educational practices, this authoritative volume has been significantly revised and expanded with more... This description may be from another edition of this product.

• Format: Hardcover
• Language: English
• ISBN: 159385370X
• ISBN13: 9781593853709
• Release Date: November 2006
• Publisher: Guilford Publications
• Length: 324 Pages
• Weight: 1.25 lbs.
• Dimensions: 1.1" x 6.3" x 9.2"

Customer Reviews

Very Pleased

As a CSD major with an Exceptional Education minor, this book has helped me become more aware of the various subtypes of SLI, including Specific learning disability. It also helps to make identification for each of these disabilities a little easier. Great book, I highly recommend it.

Great resource!!

Having taught reading disabled children and subscribing to the MSL and VAKT methodology as well as Linda Mood Bell I LOVE being able to refer to a succinct well written resource. The book to own ...if you are just starting out or have been in Reading a long time. Great resource!!

A logical-minded, information-packed compendium.

Written by the expert team of Jack M. Fletcher, G. Reid Lyon, Lynn S. Fuchs & Marcia A. Barnes, Learning Disabilities: From Identification to Intervention is an evidence-based presentation of cutting-edge information about assessing and dealing with learning disabilities, with especial focus upon reading disabilities (word recognition, fluency, or comprehension-related), mathematics disabilities, and written expression disabilites. Though more of a scholarly assessment and description of the latest findings than a "how-to" manual per se, Learning Disabilities is sure to prove an invaluable, up-to-date resource especially for educators with responsibility for learning disabled-children, as well as anyone recognizing the "unexpected underachievement" that often signifies LDs and staging an appropriate intervention. A logical-minded, information-packed compendium.

Authoritative, informative, up to date review of the field

This is an excellent book for the professional, researcher or serious student of learning disabilities. It is chock full of relevant research and gives divergent views fully and fairly. It nevertheless takes a stand on the assessment of and treatment for learning disabilities that differs markedly from the traditional approach commonly found in school districts and private clinician's offices. It provides a very good way to understand this perplexing and challenging field with up to date research. Most importantly, this book provides a refreshing willingness to challenge dogma and to give specific guidelines for future research and, most importantly, to guide remediation.

Rethinking Learning Disabilities

Excellent read. This book is informative, balanced, and will be uniquely valuable to health and education professionals, and the public in general. Fletcher and his colleagues offer an expert analysis as to where the field of Learning Disabilities has been, and where it must go, if we are to help the many children who struggle each day, trying to learn. Fletcher and his colleagues are clear; the IQ-Achievement Discrepancy Model is invalid and should be laid to rest once and for all, before more children are excluded from the educational intervention they need. They offer instead a thoroughly 'common sense' model of 'Response to Intervention (RTI), a model that, if adopted, will substantially increase the number of children getting help, sooner, and at a lower cost. The authors clearly understand the complex dynamic of science, clinical practice, educational instruction, and public policy. All must be aligned to move the field of LD ahead, and Fletcher and his colleagues are positioned to foster that needed change with this impressive contribution.