Essentials of Specific Learning Disability Identification

VINCENT C. ALFONSO, PHD, is Dean of the School of Education at Gonzaga University in Spokane, Washington, and a certified school psychologist and licensed psychologist in New York State. He is co-editor of Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners and co-author of Essentials of Cross-Battery Assessment, Third Edition and The Achievement Test Desk Reference: A Guide to Learning Disability Identification, Second Edition. DAWN P. FLANAGAN, PHD, is Professor of Psychology at St. John's University in Queens, NY. She is also an Affiliate Clinical Professor at Yale Child Study Center, Yale University School of Medicine in New Haven, CT. She serves as an expert witness, SLD consultant, and test/measurement consultant and trainer for organizations both nationally and internationally. She is a co-developer of Cross-Battery Assessment and its corresponding software system (X-BASS). Her most recent books include Essentials of WISC-V Assessment; Clinical Use and Interpretation of the WJ IV: Scientist-Practitioner Perspectives; Essentials of Specific Learning Disability Identification, 2e; and Essentials of Planning, Selecting and Tailoring Interventions for Unique Learners. Her forthcoming book is Contemporary Intellectual Assessment: Theories, Tests, and Issues, 4e.

• Foreword ixSeries Preface xiiiAcknowledgments xvPart One Definitions and Manifestations of Specific Learning Disabilities 1One Overview of Specific Learning Disabilities 3Marlene Sotelo-Dynega, Dawn P. Flanagan, and Vincent C. AlfonsoTwo The Neuropsychology of Reading Disorders: How SLD Manifests in Reading 29Steven G. FeiferThree How SLD Manifests in Mathematics 59Michèle M. M. Mazzocco and Rose VukovicFour How SLD Manifests in Writing 103Nancy Mather and Barbara J. WendlingFive How SLD Manifests in Oral Expression and Listening Comprehension 145Nickola Wolf Nelson and Elisabeth H. WiigSix Nonverbal Learning Disabilities 195Margaret Semrud-ClikemanPart Two Methods and Models of Specific Learning Disability Identification 219Seven A Response to Intervention (RTI) Approach to SLD Identification 221Jack M. Fletcher and Jeremy MiciakEight Using Student Response to Intervention to Identify SLD: Requirements, Recommendations, and Future Research 257Matthew K. Burns, Kathrin E. Maki, Kristy Warmbold-Brann, and June L. PreastNine Cognitive Neuroscientific Contributions to Theoretical Understanding of SLD 285Scott L. Decker, Rachel M. Bridges, and Tayllor VetterTen Integrating Instructionally Relevant SLD Diagnoses, Patterns of Strengths and Weaknesses, and Positive Home-School Partnerships: Free and Appropriate Public Education for All 307Nicole Lynn Alston-Abel and Virginia BerningerEleven Dual Discrepancy/Consistency Operational Definition of SLD: Integrating Multiple Data Sources and Multiple Data-Gathering Methods 329Dawn P. Flanagan, Vincent C. Alfonso, Megan C. Sy, Jennifer T. Mascolo, Erin M. McDonough, and Samuel O. OrtizTwelve Pattern of Strengths and Weaknesses Made Easy: The Discrepancy/Consistency Method 431Jack A. Naglieri and Steven G. FeiferThirteen Core Selective Evaluation Process (C-SEP) and Dual Discrepancy/Consistency (DD/C) Models for SLD Identification: A Case Study Approach 475Gail M. Cheramie, G. Thomas Schanding Jr., and Kristin StreichPart 3 Special Considerations in Specific Learning Disability Identification 503Fourteen Difference or Disorder: Assessment of SLD with an English Learner 505Samuel O. Ortiz, Kristan E. Melo, and Meghan A. TerzulliFifteen Differential Diagnosis of SLD Versus Other Difficulties 549Benjamin J. Lovett and David A. KilpatrickAbout the Editors 573About the Contributors 575Author Index 577Subject Index 597