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.In a first grade sample, Byrne et al. (in press) obtained a heritability estimate of . 76 for Woodcock Passage Comprehension, very similar to the estimates from Petrill et al. ... was .97, indicating no significant independent genetic influences for decoding and comprehension for younger children based on this cloze procedure.
|Author||:||Jack M. Fletcher, G. Reid Lyon, Lynn S. Fuchs, Marcia A. Barnes|
|Publisher||:||Guilford Press - 2006-11-15|