This volume has been developed as a direct result of a conference sponsored by the International Academy for Research in Learning Disabilities, held at the University of California at Los Angeles. The text provides a review and critique of current research in the areas of intelligence, social cognition, achievement, and subtyping as they relate to learning disabilities. In addition, the concept that social behavior is an aspect of intelligence and the relationship between language and reading are discussed in detail by noted experts.
Table of Contents
Contents: H.L. Swanson, Preface and Overview of Theoretical and Research Issues. B. Keogh, Definitional Assumptions and Research Issues. Part I::Intelligence and Learning Disabilities. H.L. Swanson, Intelligence and Learning Disabilities: An Introduction. J. Pellegrino, S. Goldman, A Cognitive Science Perspective on Intelligence and Learning Disabilities. S. Ceci, A Sideway Glance at This Thing Called LD: A Knowledge X Process X Person Framework. R. Wagner, J.A. Kistner, Implications of the Distinction Between Academic and Practical Intelligence for Learning Disabled Children. E. Short, C.L. Cuddy, S.E. Friebert, C.W. Schatschneider, The Diagnostic and Educational Utility of Thinking Aloud During Problem Solving. L.S. Siegel, IQ and Learning Disabilities. Part II:Social Cognition: Motivational and Social Aspects. T. Bryan, J. Bryan, Social Factors in Learning Disabilities: An Overview. R. Pearl, T. Bryan, Learning Disabled Adolescents' Vulnerability to Crime Victimization and Delinquency. R.J. Thompson, Jr., W. Kronenberger, Behavior Problems in Children with Learning Disabilities. S. Vaugh, A. Hogan, Social Competence and Learning Disabilities: A Prospective Study. Part III:Subtyping Research. S.R. Forness, Subtyping in Learning Disabilities: Introduction to the Issue. D.L. Speece, Methodological Issues in Cluster Analyses: How Clusters Become Real. K.A. Kavale, A Critical Appraisal of Empirical Subtyping Research in Learning Disabilities. Part IV:Cognition and Academic Performance. R. Hall, M. Gerber, Cognition and Academic Performance: An Introduction. C. Bos, P. Anders, Toward an Interactive Model: Teaching Text- Based Concepts to Learning Disabled Students. J.K. Torgesen, S. Morgan, Phonological Synthesis Tasks: A Developmental, Functional, and Componential Analysis. J.F. Carlisle, Diagnostic Assessment of Listening and Comprehension. J.W. Hagen, G. Kamberelis, Cognition and Academic Performance of Children With Learning Disabilities, Low Academic Achievement, Diabetes Melittus and Seizure Disorder. S. Forness, E. Sinclair, Learning Disabilities in Children With Clinical Depression. A.M. LaGreca, W.L. Stone, Children With Learning Disabilities: The Role of Achievement in Their Behavioral, Personal and Behavioral Functioning.
"Without doubt, it is an excellent book for the researcher, and those who are also teachers will want their graduate students to read it."
—Journal of Behavioral Education
"Swanson and Keogh have done an excellent job compiling information from four broad, but related, areas in LD. I recommend this book for graduate students interested in the area. It provides a clear, concise review of many of the theoretical and applied research issues confronting the field."