- Complete coverage of how SLD manifests in academic performance and oral language
- Expert advice on and review of theory– and research–based approaches to SLD identification
- Expanded to include greater coverage of PSW and RTI as well as nonverbal learning disability
- Addresses differential diagnosis of SLD versus other learning problems
Accessible, highly practical SLD identification with strategies for immediate student support
Essentials of Specific Learning Disability Identification offers state–of–the–art guidance and practical advice for the accurate identification of learning disorders. Featuring contributions from esteemed researchers and coverage of the most recent strategies for intervention and support, this book gives practitioners an accessible, authoritative resource that clarifies both the definition of SLD and methods of identification.
Full coverage of SLD academic manifestations includes discussion of difficulties in reading, writing, mathematics, written expression, oral expression, listening comprehension and more, with a practically–oriented examination of multiple theoretical orientations and various approaches to identification. This new Second Edition features expanded coverage of nonverbal learning disabilities, neuropsychological perspectives, differential diagnosis of intellectual disability and speech–language impairment, Positive home–School Partnerships, and more, with extensive new coverage of identification approaches including the PSW and RTI.
An invaluable resource for professionals who work with children at risk for learning disabilities, Essentials of Specific Learning Disability Identification merges authoritative information with practical guidance to facilitate accurate SLD identification enabling timely intervention and the appropriate support that allows these children to lead successful, productive lives.
Other titles in the Essentials of Psychological Assessment series:
- Essentials of Cross–Battery Assessment, Third Edition
- Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners
- Essentials of Dyslexia Assessment and Intervention
- Essentials of Assessing, Preventing, and Overcoming Reading Difficulties
- Essentials of Evidence–Based Academic Interventions
Series Preface xiii
Part One Definitions and Manifestations of Specific Learning Disabilities 1
One Overview of Specific Learning Disabilities 3Marlene Sotelo–Dynega, Dawn P. Flanagan, and Vincent C. Alfonso
Two The Neuropsychology of Reading Disorders: How SLD Manifests in Reading 29Steven G. Feifer
Three How SLD Manifests in Mathematics 59Michèle M. M. Mazzocco and Rose Vukovic
Four How SLD Manifests in Writing 103Nancy Mather and Barbara J. Wendling
Five How SLD Manifests in Oral Expression and Listening Comprehension 145Nickola Wolf Nelson and Elisabeth H. Wiig
Six Nonverbal Learning Disabilities 195Margaret Semrud–Clikeman
Part Two Methods and Models of Specific
Learning Disability Identification 219
Seven A Response to Intervention (RTI) Approach to SLD Identification 221Jack M. Fletcher and Jeremy Miciak
Eight Using Student Response to Intervention to Identify SLD: Requirements, Recommendations, and Future Research 257Matthew K. Burns, Kathrin E. Maki, Kristy Warmbold–Brann, and June L. Preast
Nine Cognitive Neuroscientific Contributions to Theoretical Understanding of SLD 285Scott L. Decker, Rachel M. Bridges, and Tayllor Vetter
Ten Integrating Instructionally Relevant SLD Diagnoses, Patterns of Strengths and Weaknesses, and Positive Home–School Partnerships: Free and Appropriate Public Education for All 307Nicole Lynn Alston–Abel and Virginia Berninger
Eleven Dual Discrepancy/Consistency Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data–Gathering Methods 329Dawn P. Flanagan, Vincent C. Alfonso, Megan C. Sy, Jennifer T. Mascolo, Erin M. McDonough, and Samuel O. Ortiz
Twelve Pattern of Strengths and Weaknesses Made Easy: The Discrepancy/Consistency Method 431Jack A. Naglieri and Steven G. Feifer
Thirteen Core Selective Evaluation Process (C–SEP) and Dual Discrepancy/Consistency (DD/C) Models for SLD Identification: A Case Study Approach 475Gail M. Cheramie, G. Thomas Schanding Jr., and Kristin Streich
Part Three Special Considerations in Specific Learning Disability Identification 503
Fourteen Difference or Disorder: Assessment of SLD with an English Learner 505Samuel O. Ortiz, Kristan E. Melo, and Meghan A. Terzulli
Fifteen Differential Diagnosis of SLD Versus Other Difficulties 549Benjamin J. Lovett and David A. Kilpatrick
About the Editors 573
About the Contributors 575
Author Index 577
Subject Index 597
VINCENT C. ALFONSO, PHD, is Dean of the School of Education at Gonzaga University in Spokane, Washington, and a certified school psychologist and licensed psychologist in New York State. He is co–editor of Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners and co–author of Essentials of Cross–Battery Assessment, Third Edition and The Achievement Test Desk Reference: A Guide to Learning Disability Identification, Second Edition.
DAWN P. FLANAGAN, PHD, is Professor of Psychology at St. John′s University in Queens, NY. She is also an Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine in New Haven, CT. She serves as an expert witness, SLD consultant, and test/measurement consultant and trainer for organizations both nationally and internationally. She is a co–developer of Cross–Battery Assessment and its corresponding software system (X–BASS). Her most recent books include Essentials of WISC–V Assessment; Clinical Use and Interpretation of the WJ IV: Scientist–Practitioner Perspectives; Essentials of Specific Learning Disability Identification, 2e; and Essentials of Planning, Selecting and Tailoring Interventions for Unique Learners. Her forthcoming book is Contemporary Intellectual Assessment: Theories, Tests, and Issues, 4e.