- Complete coverage on how SLD manifests in academic performance
- Expert advice on theory– and research–based approaches to SLD identification
- Conveniently formatted for rapid reference
Quickly acquire the knowledge and skills you need to accurately identify specific learning disabilities
Essentials of Specific Learning Disability Identification provides a brief overview examining the definitions and classification systems of and methods for identification of specific learning disabilities (SLDs). Focusing on descriptive efforts of the manifestations of SLDs in the academically critical areas of reading, writing, math, oral expression, and listening comprehension, this book features contributions by leading experts in the field, including Virginia Berninger, Steven Feifer, Jack Fletcher, Nancy Mather, Jack Naglieri, and more.
Like all the volumes in the Essentials of Psychological Assessment series, each concise chapter features numerous callout boxes highlighting key concepts, bulleted points, and extensive illustrative material, as well as test questions that help you gauge and reinforce your grasp of the information covered.
With multiple perspectives spanning several different theoretical orientations and offering various approaches to SLD identification that can be put into practice right away from RTI methods to cognitive strengths and weaknesses approaches this book offers important content for professionals who work with children and youth at risk for learning disabilities. With a Foreword by Cecil Reynolds, Essentials of Specific Learning Disability Identification presents rich and up–to–date information on models and methods of SLD identification.
Series Preface xvii
One Overview of Specific Learning Disabilities 1Marlene Sotelo–Dynega, Dawn P. Flanagan, and Vincent C. Alfonso
Two How SLD Manifests in Reading 21Steven Feifer
Three How SLD Manifests in Mathematics 43David C. Geary, Mary K. Hoard, and Drew H. Bailey
Four How SLD Manifests in Writing 65Nancy Mather and Barbara J. Wendling
Five How SLD Manifests in Oral Expression and Listening Comprehension 89Elisabeth H. Wiig
Six A Response to Intervention (RTI) Approach to SLD Identification 115Jack M. Fletcher, Amy E. Barth, and Karla K. Stuebing
Seven The Discrepancy/Consistency Approach to SLD Identification Using the PASS Theory 145Jack A. Naglieri
Eight RTI and Cognitive Hypothesis Testing for Identification and Intervention of Specific Learning Disabilities: The Best of Both Worlds 173James B. Hale, Kirby L. Wycoff, and Catherine A. Fiorello
Nine Evidence–Based Differential Diagnosis and Treatment of Reading Disabilities With and Without Comorbidities in Oral Language, Writing, and Math: Prevention, Problem–Solving Consultation, and Specialized Instruction 203Virginia W. Berninger
Ten A CHC–based Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data–Gathering Methods 233Dawn P. Flanagan, Vincent C. Alfonso, and Jennifer T. Mascolo
Eleven Separating Cultural and Linguistic Differences (CLD) From Specific Learning Disability (SLD) in the Evaluation of Diverse Students: Difference or Disorder? 299Samuel O. Ortiz
Annotated Bibliography 371
About the Editors 375
About the Contributors 377
Author Index 379
Subject Index 397
VINCENT C. ALFONSO, PhD, is Professor and Associate Dean for Academic Affairs in the Graduate School of Education at Fordham University, New York, New York. He is coauthor with Dawn Flanagan of Essentials of Cross–Battery Assessment and The Achievement Test Desk Reference: A Guide to Learning Disability Identification, now both in their second editions and published by Wiley.