Learning About Learning Disabilities Third Edition
Buku ini diterbitkan tahun 2004 oleh Elsevier Inc. All rights reserved. Amsterdam adalah buku Edsi Ketiga.
Judul: Learning About Learning Disabilities Third Edition
Oleh: Bernice Wong (editor)
Penerbit: Elsevier Inc. All rights reserved. Amsterdam
Tahun: 2004
Jumlah Halaman: 255 hal.
Editor:
Bernice Y. L. Wong
Faculty of Education
Simon Fraser University
Burnaby, British Columbia, Canada
Lingkup Pembahasan:
Buku ini memiliki dua tujuan. Pertama adalah untuk memberikan siswa basis pengetahuan yang kuat sekuat karang. Buku ini memberikan informasi terbaru tentang ketidakmampuan belajar. Tujuan kedua adalah untuk menggiring siswa bergulat dengan isu-isu dan implikasi yang timbul dari informasi yang diberikan. Instruksional, kurikuler, dan tuntutan manajemen perilaku cenderung memperkuat pola pikir yang lebih konkret pada guru. Pada gilirannya, pola pikir ini membuat mereka bergulat dengan konseptual dan implikasi penelitian naik untuk siswa. Tapi petunjuk lemah profesor ' dan pertanyaan lebih runcing pada isu-isu penting secara efektif dapat mendorong mepergeseran mental yang diperlukan untuk keberhasilan pembelajaran dan kinerja. Individu dan ditugasi pertanyaan untuk kerja kelompok kolaboratif dalam seminar awal biasanya efek transisi kognitif halus dibingkai mental yang diinginkan diperlukan untuk seminar hidup. Setelah ditetapkan pada jalur, seperti kereta api masuk dari kelemahan, siswa akan lepas landas dan menghasilkan pertanyaan pemikiran pada bab membaca!
Buku ini mencakup materi secara seimbang. Buku ini mulai di bagian bab yang meliputi bidang konseptual dan penelitian, termasuk entri baru pada proses bahasa, pengaturan diri, dan struktur otak. Buku ini juga menyertakan self-regulation untuk meramalkan sebagai bidang untuk penelitian masa depan. Penelitian tentang pembelajaran mandiri telah menjadi kekuatan utama yang mendominasi dalam psikologi pendidikan dalam beberapa tahun terakhir dan kepentingan di dalamnya akan tumpah pada ketidakmampuan belajar karena konsep dari pembelajar mandiri seperti bentuk ekor burung dengan kebutuhan konseptual dan intervensi siswa dengan ketidakmampuan belajar.
Pada bagian kedua, penelitian intervensi adalah tema dan update di semua bidang utama yang diberikan. Instruksi membaca awal tidak muncul di sini karena Dale Willows telah sakit dan sayangnya tidak bisa menyelesaikan bab. Kita belajar tentang cara-cara yang efektif untuk mengajar semua anak untuk membaca. Bagaimanapun, Lorraine Graham dan bab Anne Bellert pada pemahaman membaca lebih dari mengkompensasi ketiadaan bab tentang intervensi awal. Buku ini mengemukakan bahwa dengan fokus intervensi terus bergeser ke nilai menengah, bab mereka tidak bisa lebih tepat waktu! Pada bagian kedua ini, entri topik baru adalah bab tentang komunitas praktek oleh Annemarie Palincsar dan Shirley Magnusson. Pada bagian terakhir dari buku ini, berfokus pada peneliti / pikiran ulama ' tentang isu-isu di bidang anak-anak, remaja, dan orang dewasa dengan cacat belajar.
Daftar Isi:
Contributors xiii
Preface xvii
Acknowledgments xix
To the Student xix
SECTION I Conceptual, Historical, and Research Aspects of Learning Disabilities
1. Learning Disabilities: An Historical and Conceptual Overview
Joseph K. Torgesen
I. Current Status of the Field 3
II. A Historical Perspective 7
III. Current and Future Issues 21
IV. Concluding Comments 31
2. Learning Disabilities and Memory
H. Lee Swanson, John B. Cooney, Y and John K. McNamara
I. Introduction 41
II. A Historical Perspective 42
III. Contemporary Research 45
IV. Parallels to Normal Memory Development 46
V. Components and Stages of Information Processing 52
VI. Memory Research in Perspective 72
VII. Trends in Memory Research 74
VIII. Implications from Contemporary Memory Research for Instruction 75
IX. Summary and Conclusion 80
3. Language Processes and Reading Disabilities
Maureen Hoskyn
I. Introduction 93
II. Theoretical Approaches to Language Acquisition 95
III. Language and Reading 109
IV. Language, Word Recognition, and Reading Disabilities 110
V. Sources of Individual Differences 113
VI. Language, Reading Comprehension and Reading Disabilities 116
VII. Future Challenges 119
4. Peer Relationships and Learning Disabilities
Ruth Pearl and Mavis L. Donahue
I. Introduction 133
II. What Are the Characteristics of Peer Relationships of Students with Learnin
Disabilities? 134
III. What Factors Might Be Linked to the Peer Relationships of Students with Learning
Disabilities? 140
IV. Future Research Directions 155
5. Self-Regulation among Students with LD and ADHD
Karen R. Harris, Robert R. Reidy, and Steve Graham
I. Defining and Understanding Self-Regulation 167
II. Theoretical Bases for Research on Self-Regulation 171
III. Common Self-Regulation Processes: Application with Students with LD and
ADHD 173
IV. Self-Regulation and Major Dependent Variables 177
V. Factors Influencing and Influenced by Self-Regulation 182
VI. Self-Regulation of Strategic Performance 184
VII. Conclusion 188
6. The Reading Brain in Children and Youth: A Systems Approach
Virginia W. Berninger
I. Brain as a Functional System 199
II. Important Processes in the Reading Brain 206
III. Imaging Studies of Children and Youth With and Without Reading Disabilities 223
Summary of Sections I, II, and III 233
IV. Implications for Assessment and Instructional Intervention 234
SECTION II Instructional Aspects of Learning Disabilities
7. Difficulties in Reading Comprehension for Students with Learning Disabilities
Lorraine Graham and Anne Bellert
I. Introduction 251
II. Students’ Difficulties in Reading Comprehension 253
III. Effective Reading Comprehension Instruction 265
IV. Future Directions 272
8. Writing Instruction
Steve Graham, Karen R. Harris, and Charles MacArthury
Introduction 281
I. Writing is Critical to Children’s Success in School and Beyond 281
II. What Are the Ingredients Involved in Learning to Write 283
III. The Writing of Students with LD 284
IV. Principles of Writing Instruction 287
V. Concluding Comments 307
9. Instructional Interventions in Mathematics for Students with Learning Disabilities
Margo A. Mastropieri, Thomas E. Scruggs, Tracy Davidson, and Ritu K. Rana
I. Introduction 315
II. Learning Disabilities and Mathematics Achievement 317
III. Instruction Referenced to NCTM Standards 320
IV. Interventions on Computation Skills 322
V. Cognitive Strategy Instruction 325
VI. Use of Manipulatives 328
VII Studies Involving Peer Mediation 329
VIII.Discussion 333
10. Social Competence/Social Skills of Students with Learning Disabilities: Interventions and
Issues
Sharon Vaughn, Jane Sinagub, and Ae-Hwa Kim
I. Scope and Objectives 341
II. Overview of Social Competence/Social Skills 342
III. Instructional Method 345
IV. Issues 362
V. Future Directions for Social Skills Intervention Research 363
VI. Summary 364
11. Strategic Academic Interventions for Adolescents with Learning Disabilities
Martha J. Larkin and Edwin S. Ellisy
I. Introduction 375
II. Empowerment Strategies for Academic Success and Independence 378
III. Strategic Instructional Practices 383
IV. Teaching High-Impact Strategies 392
V. Conclusion 408
12. Social Competence of Adolescents with Learning Disabilities: Interventions and Issues
Nancy, L. Hutchinson, John G. Freeman, and Derek H. Berg
I. Introduction 415
II. Review of Descriptive Studies of Social Competence of Adolescents with LD 417
III. Review of Intervention Research to Enhance Social Competence of Adolescents with LD 423
IV. Informing the Search for Alternative Approaches 429
V. Implications for Practice and Research on Social Competence Interventions 437
VI. Summary and Conclusion 440
13. The Science of Schooling for Students with Learning Disabilities: Recommendations for
Service Delivery Linking Practice with Research
Jean B. Crockett
I. Science and Schooling for Students with LD 451
II. Identifying Effective Instruction for Students with LD 457
III. Are Students with LD Receiving Specialized Instruction Designed to be Effective? 466
IV. Recommendations for Service Delivery That Links Practice with Research 476
14. A Community of Practice: Implications for Learning Disabilities
Annemarie Sullivan Palincsar, Jane N. Cutter, and Shirley J. Magnusson
I. Setting the Stage: Teaching in Contemporary Inclusive Schools 486
II. Constituting an Educational Community of Practice 487
III. Guided Inquiry supporting Multiple Literacies (GIsML) 489
IV. Conducting Case Studies of Included Students in GisML Instruction 491
V. Constructing and Analyzing the Case Studies 494
VI. Linking Teacher Learning and Student Learning 499
VII. The Teachers’ Reflections 500
VIII. Conclusion 502
Appendix 1: Vignettes from Evan’s Experience with the Light Program of Study 503
SECTION III A Lifespan Approach to Understanding Learning Disabilities
15. Learning Dis/ability as the Intersection of Competing Discourses: Implications for
Classrooms, Parents, and Research
D. Kim Reid and Jan Weatherly Valle
I. Introduction 513
II. Discursive Practices of Dis/Ability 514
III. Implications for the Classroom 519
IV. Implications for Parents (Caregivers) 526
V. Implications for Research 528
VI. Conclusions 531
16. Adolescents with Learning Disabilities: Revisiting The Educator’s Enigma
B. Keith Lenz and Donald D. Deshler
I. Introduction 535
II. Historical Context 537
III. How Research Has Informed Practice 541
IV. Future Research 558
V. Conclusion 559
17. Adults with Learning Disabilities
Deborah L. Butler
I. Introduction 565
II. Refocusing on Adults with LD: An Historical Overview 566
III. LD from a Lifespan Perspective 567
IV. Challenges Facing Adults with LD 568
V. Accounting for Individual Differences 579
VI. Programs and Interventions 583
VII. Reflection: Progress and Future Directions 591
18. Understanding Learning Disabilities through a Father’s Perspective
J. D. Mashburn
Christine Greenhaw Mashburn Institute, 2000 599
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