Identification of Learning Disabilities: Research to Practice

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Book by Renée Bradley, Louis Danielson, Daniel P. Hallahan; Lawrence Erlbaum Associates, 2002. 856 pgs.

Title Page

The Lea Series on Special Education and Disability

Identification of Learning Disabilities: Research to Practice

Table of Contents

Foreword

Acknowledgments

Introduction

Chapter I: Learning Disabilities: Historical Perspectives

Response to "Learning Disabilities: Historical Perspectives"

Chapter II: Early Identification and Intervention for Young Children with Reading/Learning Disabilities

Classroom Prevention Through Differentiated Instruction: Response to Jenkins and O'Connor

From an "Exploded View" of Beginning Reading Toward a Schoolwide Beginning Reading Model: Getting to Scale in Complex Host Environments

Early Identification and Intervention for Young Children with Reading/Learning Disabilities

Response to "Early Identification and Intervention for Young Children with Reading/Learning Disabilities"

Chapter III: Classification of Learning Disabilities: an Evidence-Based Evaluation

Redefining Ld is Not the Answer: a Response to Fletcher, Lyon, Barnes, Stuebing, Francis, Olson, Shaywitz, and Shaywitz

A Response to Classification of Learning Disabilities: an Evidence-Based Evaluation

The Sociopolitical Process of Classification Research: Making the Implicit Explicit in Learning Disabilities

Classification of Learning Disabilities: Convergence, Expansion, and Caution

Chapter IV: Learning Disabilities as Operationally Defined by Schools

A Look at Current Practice

A Meta-Research Commentary on Macmillan and Siperstein's "Learning Disabilities as Operationally Defined by Schools"

Leveling the Playing Field: Commentary on "Learning Disabilities as Operationally Defined by Schools"

Minority Overrepresentation: the Silent Contributor to Ld Prevalence and Diagnostic Confusion

Chapter V: Discrepancy Models in the Identification of Learning Disability

There's More to Identifying Learning Disability Than Discrepancy

A Functional and Intervention-Based Assessment Approach to Establishing Discrepancy for Students with Learning Disabilities

Discrepancy Models in the Identification of Learning Disability: a Response to Kavale

Do Discrepancy Models Satisfy Either the Letter or the Spirit of Idea?

Chapter VI: Responsiveness to Intervention: an Alternative Approach Tothe Identification of Learning Disabilities

Three Conceptualizations of "Treatment" in a Responsiveness-To-Treatment Framework for Ld Identification

Responsiveness to Interventions: the Next Step in Special Education Identification, Service, and Exiting Decision Making

Using Response to Treatment for Identifying Students with Learning Disabilities

On the Role of Intervention in Identifying Learning Disabilities

Chapter VII: Empirical and Theoretical Support for Direct Diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses

Response to "Empirical and Theoretical Support for Direct Diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses"

A Commentary on "Empirical and Theoretical Support for Direct Diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses"

Blurring the Boundary: a Commentary on Torgesen's Argument for the Use of Process Markers in the Identification of Learning Disabilities

Learning Disabilities is a Specific Processing Deficit, but It is Much More Than Phonological Processing

Chapter VIII: Clinical Judgments in Identifying and Teaching Children with Language-Based Reading Difficulties

Culture in Learning: the Next Frontier in Reading Difficulties Research

Clinical Judgments in Identifying and Teaching Children with Reading Disabilities: Another Perspective

Clinical Judgment in the Assessment of Learning Disabilities

Response to "Clinical Judgments in Identifying and Teaching Children with Language-Based Reading Difficulties"

Chapter IX: Is "Learning Disabilities" Just a Fancy Term for Low Achievement? a Meta-Analysis of Reading Differences Between Low Achievers with and Without the Label

Response to "Is 'Learning Disabilities' Just a Fancy Term for Low Achievement? a Meta-Analysis of Reading Differences Between Low Achievers with and Without the Label"

Learning Disabilities and Low Achievement Are Not Meaning Fully Different Categories for Classification or Treatment of Reading Disabilities

Response to "Is 'Learning Disabilities' Just a Fancy Term for Low Achievement? a Meta-Analysis of Reading Differences Between Low Achievers with and Without the Label"

Specific Learning Disabilities: Building Consensus for Identification and Classification

Current Idea Definition- Specific Learning Disability 300.7(C)(10)

Resources and Organizations on Specific Learning Disabilities

Name Index

Subject Index

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Identification of Learning Disabilities: Research to Practice

Book by Renée Bradley, Louis Danielson, Daniel P. Hallahan; Lawrence Erlbaum Associates, 2002

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Identification of Learning Disabilities: Research to Practice

Book by Renée Bradley, Louis Danielson, Daniel P. Hallahan; Lawrence Erlbaum Associates, 2002

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