This book identifies the dangers of labeling children as reading or learning disabled, contending that a "reading disability" is not a unitary phenomenon. It presents a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans.
This book identifies the dangers of labeling children as reading or learning disabled, contending that a "reading disability" is not a unitary phenomenon. It presents a new theoretical model of reading disability that integrates a wide variety of findings across age and grade spans.
Louise Spear-Swerling is associate professor of special education at Southern Connecticut State University. Robert J. Sternberg is IBM Professor of Psychology and Education at Yale University.
Inhaltsangabe
What Ails the Field of Learning Disabilities The History of LD: Variations on a Theme What Is Reading Disability? The Road to Proficient Reading Roads to Reading Disability Issues in the Education of Children with Reading Disability Educational Practices for Children with Reading Disability Possible Causes of Reading Disability Abilities, Disabilities, and Reading Disability: How Are They Related? Early Intervention and Prevention Toward Another Way of Thinking About Reading Difficulties
What Ails the Field of Learning Disabilities The History of LD: Variations on a Theme What Is Reading Disability? The Road to Proficient Reading Roads to Reading Disability Issues in the Education of Children with Reading Disability Educational Practices for Children with Reading Disability Possible Causes of Reading Disability Abilities, Disabilities, and Reading Disability: How Are They Related? Early Intervention and Prevention Toward Another Way of Thinking About Reading Difficulties
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