Magazine article Perspectives on Language and Literacy

Learning Disabilities: From Identification to Intervention

Magazine article Perspectives on Language and Literacy

Learning Disabilities: From Identification to Intervention

Article excerpt

LEARNING DISABILITIES: FROM IDENTIFICATION TO INTERVENTION by Jack M. Fletcher, Ph.D., G. Reid Lyon, Ph.D., Lynn S. Fuchs, Ph.D., and Marcia A. Barnes, Ph.D., 2007 The Guilford Press Hardcover. 323 pages. $38.00

This powerhouse team of authors states in their preface that the book's purpose is to "integrate research on classification and definition, cognitive processing, neurobiological factors, and instruction." This is no small task, given the changing landscape in the field and the growing body of research that has amassed since learning disabilities (LD) were federally designated nearly 40 years ago as "handicapping conditions."

Despite the fact that many books and articles have been written about the diagnosis of and suggested interventions for learning disabilities, misconceptions and misunderstandings abound, which is why this book is so important in the LD field. Learning Disabilities: From Identification to Intervention goes a long way toward clearing up some of the confusion about the meaning of the term LD by synthesizing and organizing the numerous studies that have been written on the diagnosis and remediation of learning disabilities.

First and foremost, the book provides compelling evidence for the fact that LD is a construct with unexpected underachievement as its essential component. At a time when Response to Instruction/Intervention (RTI) has become one of the hot topics in LD, it is important for those of us in the field to have a common understanding of what unexpected underachievement means in terms of identification and intervention for students who struggle. …

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