Perspectives on Learning Disabilities: Biological, Cognitive, Contextual

By Robert J. Sternberg; Louise Spear-Swerling | Go to book overview

About the Editors and Contributors

Carol A. Christensen is a senior lecturer in educational psychology at the University of Queensland, Brisbane, Australia. Her research has focused on the cognitive characteristics of students with learning disabilities as well as the social factors that result in the identification and classification of learning disabilities. She has published work on the role of phonological awareness in reading, the development of cognitive and metacognitive skills, and the social construction of learning disabilities. She recently edited a book with Fazal Rizvi titled Disability and the Dilemmas of Education and Justice.

Amanda B. Clinton is a doctoral student in school psychology at the University of Georgia. She has worked as a school psychologist and is currently completing clinical and research experiences in Medellin, Colombia. She is interested in language and the brain, particularly neuropsychological issues related to second-language learning.

Tamara Garon is a doctoral candidate in cognitive and behavioral psychology at Florida State University. Her research focuses primarily on the effects of linguistic complexity on children's oral- and written-language skills.

Elena L. Grigorenko is a research scientist at Yale and associate professor at Moscow State University. Her current interests include learning disabilities, developmental dyslexia, and broader issues concerning the effects of ill health on children's cognitive development.

Jennifer R. Hiemenz is a doctoral student in school psychology at the University of Georgia. Her research interests are related to the application of neuroimaging procedures in developing a better understanding of brain-behavior relations in reading disorders. She recently completed research at the University of Jyvaskyla in Finland using functional magnetic resonance imaging procedures (fMRI) in familial dyslexics.

George W. Hynd is research professor of special education and psychology and director of the School of Professional Studies at the University of Georgia. He also directs the Center for Clinical and Developmental Neuropsychology. Dr. Hynd's research has focused on the

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