Learning Disabilities. From Identification to Intervention

Editorial Review

Evidence based and comprehensive, this important work offers a new approach to understanding and intervening with students with learning disabilities. The authors--leading experts in neuropsychology and special education--present a unique model of learning disabilities that integrates the cognitive, neural, genetic, and contextual factors associated with these disorders. The volume addresses classification, assessment, and intervention for a range of disabilities involved in reading, mathematics, and written expression. With a focus on exploring the evolving scientific base of the field, as well as establishing effective educational practices, this book will serve as an essential text and an indispensable resource for school psychologists, neuropsychologists, special educators, and others who work with struggling learners.

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Customer Reviews

Great resource!!

2008-04-19
Having taught reading disabled children and subscribing to the MSL and VAKT methodology as well as Linda Mood Bell I LOVE being able to refer to a succinct well written resource.
The book to own ...if you are just starting out or have been in Reading a long time. Great resource!!

A logical-minded, information-packed compendium.

2007-04-12
Written by the expert team of Jack M. Fletcher, G. Reid Lyon, Lynn S. Fuchs & Marcia A. Barnes, Learning Disabilities: From Identification to Intervention is an evidence-based presentation of cutting-edge information about assessing and dealing with learning disabilities, with especial focus upon reading disabilities (word recognition, fluency, or comprehension-related), mathematics disabilities, and written expression disabilites. Though more of a scholarly assessment and description of the latest findings than a "how-to" manual per se, Learning Disabilities is sure to prove an invaluable, up-to-date resource especially for educators with responsibility for learning disabled-children, as well as anyone recognizing the "unexpected underachievement" that often signifies LDs and staging an appropriate intervention. A logical-minded, information-packed compendium.

Authoritative, informative, up to date review of the field

2007-04-01
This is an excellent book for the professional, researcher or serious student of learning disabilities. It is chock full of relevant research and gives divergent views fully and fairly. It nevertheless takes a stand on the assessment of and treatment for learning disabilities that differs markedly from the traditional approach commonly found in school districts and private clinician's offices. It provides a very good way to understand this perplexing and challenging field with up to date research. Most importantly, this book provides a refreshing willingness to challenge dogma and to give specific guidelines for future research and, most importantly, to guide remediation.

Rethinking Learning Disabilities

2006-12-11
Excellent read. This book is informative, balanced, and will be uniquely valuable to health and education professionals, and the public in general. Fletcher and his colleagues offer an expert analysis as to where the field of Learning Disabilities has been, and where it must go, if we are to help the many children who struggle each day, trying to learn. Fletcher and his colleagues are clear; the IQ-Achievement Discrepancy Model is invalid and should be laid to rest once and for all, before more children are excluded from the educational intervention they need. They offer instead a thoroughly 'common sense' model of 'Response to Intervention (RTI), a model that, if adopted, will substantially increase the number of children getting help, sooner, and at a lower cost. The authors clearly understand the complex dynamic of science, clinical practice, educational instruction, and public policy. All must be aligned to move the field of LD ahead, and Fletcher and his colleagues are positioned to foster that needed change with this impressive contribution.