Handbook of Learning Disabilities, Third Edition

Cynthia M. Okolo, PhD, is Professor Emeritus of Counseling, Educational Psychology, and Special Education at Michigan State University. Her research focuses on technology and literacy for students with mild disabilities, universal design for learning, and history instruction for students with learning challenges. Dr. Okolo is a former special education teacher, and her scholarship is rooted in applied issues related to instruction in inclusive classrooms. She has played a leadership role in numerous state, regional, and national boards and organizations, has directed undergraduate, master’s, and doctoral programs, and has been a frequent contributor to the scholarly literature as an author and editor. Dr. Okolo is a recipient of the Lifetime Achievement Award from the Council for Exceptional Children.Laurie E. Cutting, PhD, is the Patricia and Rodes Hart Professor of Neuroscience in the Departments of Special Education, Psychology and Human Development, Radiology, Pediatrics, and Electrical and Computer Engineering at Vanderbilt University. She is also Associate Director of the Vanderbilt Kennedy Center, a member of the Vanderbilt Brain Institute, and training faculty for Vanderbilt’s Neuroscience PhD program, and was the recipient of the 2017–2018 Joe B. Wyatt Distinguished University Professorship. Dr. Cutting is currently serving a two-year term as Associate Provost in the Office of the Vice Provost for Research and Innovation. Her work focuses on brain–behavior relations in children and adolescents, with a particular emphasis on academic and cognitive development.Nicole Patton Terry, PhD, is the Olive and Manuel Bordas Professor of Education in the School of Teacher Education and Director of the Florida Center for Reading Research (FCRR) at Florida State University. She is the founding director of The Urban Child Study Center at Georgia State University and The Village at FCRR, two research entities where researchers collaborate with school and community partners to promote student success. Dr. Patton Terry’s work focuses on young learners who are vulnerable to experiencing difficulty with language and literacy achievement in school, in particular, African American children, children growing up in poverty, and children with disabilities. A former special education teacher, she currently serves as president of the Society for the Scientific Study of Reading and is a Fellow of the American Speech-Language-Hearing Association and the American Educational Research Association.

• I. Causes, Correlates, and Manifestations of Learning Disabilities1. Classification and Definition of Learning Disabilities: A Hybrid Approach to Identification, Jeremy Miciak & Jack M. Fletcher2. Representational Quality in Children with Dyslexia: Issues of Precision and Redundancy That Affect Long-Term Word Reading and Decoding Development, Donald L. Compton, Laura M. Steacy, Valeria M. Rigobon, Ashley A. Edwards, Nuria Gutiérrez, Nancy C. Marencin, & Rebecca M. Vasile3. Mathematics Learning Difficulties, Nancy C. Jordan, Dana Miller-Cotto, & Kelly-Ann Gesuelli4. Social and Emotional Learning and Learning Disabilities, Laura Larissa Feuerborn, Barbara A. Gueldner, & Ashli D. Tyre5. Cognitive Processes, Neuroscience, and Learning Disabilities, Emily M. Harriott & Laurie E. Cutting6. Genetics, Learning Abilities, and Disabilities, Stephen A. Petrill & Alexa Levison7. Executive Functions and Learning Disabilities, Marcia A. Barnes & Peng Peng8. Memory Difficulties in Children with Specific Learning Disabilities (An Update), H. Lee Swanson & Jennifer E. Kong9. Language Development, Developmental Language Disorder, and Reading Disabilities, Suzanne M. Adlof & Lesly Wade-Woolley10. Learning Disabilities and Comorbidity: Prevalence, Etiology, and Implications, Erik G. WillcuttII. Instructional Interventions11. Effective Instruction and Intervention for Word-Level Reading for Students with and At Risk for Learning Disabilities, Stephanie Al Otaiba, Dayna Russell-Freudenthal, & Mai W. Zaru12. Reading Comprehension Instruction and Students with Learning Disabilities in the Twenty-First Century, Jeanne Wanzek, Katherine Sargent, & Sally K. Fluhler13. Direct and Extended Vocabulary Instruction and Intervention for Students with Learning Disabilities, Michael D. Coyne & Susan M. Loftus-Rattan14. Intervention to Address the Needs of Students with Mathematics Learning Disabilities, Lynn S. Fuchs, Pamela M. Seethaler, Douglas Fuchs, & Daniel Espinas15. Writing and Students with Learning Disabilities, Steve Graham & Karen R. Harris16. Social Studies and History Instruction for Students with Learning Disabilities, Susan De La Paz, Daniel R. Wissinger, & Josue Otarola17. Science Education for Students with Learning Disabilities, Delinda van Garderen, William Romine, Heba Abdelnaby, Cassandra Smith, & Rachel Juergensen18. Key Practices for Preventing and Ameliorating Reading Disabilities among English Learners, Philip Capin, Tim T. Andress, & Sharon VaughnIII. Future Directions in Learning Disabilities19. Recent Trends in Dyslexia Legislation, Timothy N. Odegard, Emily A. Farris, Anna E. Middleton, Sheryl Rimrodt-Frierson, & Julie A. Washington20. Advances in Assessment to Monitor Progress and Performance, Matthew K. Burns, Monica E. Romero, McKinzie D. Duesenberg-Marshall, Hoi Ting Wan, & Heba Abdelnaby21. Child X Instruction Interactions: Using Technology to Support Differentiated Instruction, Ashley Adams Sanabria & Sarah Siegal22. Trends in Research Methods in the Learning Disabilities Field, Bryan G. Cook, Jesse I. Fleming, William J. Therrien, & Vivian C. Wong23. Beyond Demography: Integrating Mind, Culture, and Equity in LD Research, Amy L. Ferrell & Alfredo J. Artiles24. Integrated Multi-Tiered Systems of Support (I-MTSS): New Directions for Supporting Students with or At Risk for Learning Disabilities, Allison Gruner Gandhi, Nathan Clemens, Michael Coyne, Steve Goodman, Kathleen Lynne Lane, Erica Lembke, & Brandi Simonsen25. Understanding and Developing Expert Teachers for Students with Learning Disabilities, Mary T. Brownell, Melinda M. Leko, & Amber E. Benedict

“Okolo, Patton Terry, and Cutting continue in the tradition of Swanson et al. to provide a current, comprehensive picture of the field of LD. The third edition captures updated perspectives on genetics and neurobiology, language and cognitive processes, measurement and classification, instructional practices, educational technology, and policy. Notable new topics include MTSS and social–emotional learning, reflecting the field’s growing complexity and responsiveness to real-world educational challenges. Contributors thoughtfully examine the shift toward dimensional models of classification and emphasize the need for equitable access to high-quality instruction as a foundation for fair LD identification.”--Nicole Landi, PhD, Department of Psychological Sciences, University of Connecticut“From MVPs in the field, the third edition of this handbook should be required reading for researchers, teacher educators, and teachers. The volume addresses advances in topics covered in previous editions while introducing such timely topics as progress monitoring, preventing and ameliorating reading disabilities among English learners, trends in dyslexia legislation, and preparing teachers to provide evidence-based instruction for students with LD. The editors have pulled off an impressive feat by including a wide breadth of issues without sacrificing depth.”--Jade Wexler, PhD, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park“At a time when scientific findings and scholarly expertise are being called into question, the third edition of this handbook represents the very best knowledge available in a field that advances and grows because of systematic research. Okolo, Patton Terry, and Cutting have brought together a peerless group of LD experts to address a wide range of relevant topics. Chapters address perennial psychological and epidemiological questions, advance our understanding of instructional interventions and their impacts, and consider the implications of emerging research methods, sociocultural changes, and trends in teacher education. This handbook is essential reading for LD researchers and school leaders, as well as graduate students in special and general education, psychology, and related fields.”--David J. Chard, PhD, Professor Emeritus and Dean Emeritus, Wheelock College of Education and Human Development, Boston University“Building on theory and current evidence, this handbook comprehensively covers the most pressing issues that LD researchers and practitioners face today. Chapters carefully review foundational work in etiology and treatment and offer nuanced consideration of the multifaceted effects of LD, including co-occurrence across diagnoses and the interactions between children and instructional environments. The challenges of optimal identification and intervention are covered with a balance of breadth and depth. This is a volume that I know I will reach for often as a key research reference and a resource for teaching the next generation of reading and language scholars and clinicians.”--Elizabeth Norton, PhD, Department of Communication Sciences and Disorders, Northwestern University-