Handbook of Learning Disabilities
Second Edition
Edited by H. Lee Swanson, Karen R. Harris, and Steve Graham
HardcoverPaperbacke-bookprint + e-book
Hardcover
orderFebruary 14, 2013
ISBN 9781462508495
Price: $119.00 716 Pages
Size: 7" x 10"
Paperback
orderAugust 13, 2014
ISBN 9781462518685
Price: $69.00716 Pages
Size: 7" x 10"
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Online-only color figures: View Figs. 17.1 and 17.2
Stephanie Al Otaiba, PhD, Department of Teaching and Learning,Southern Methodist University, Dallas, Texas
Margaret R. Altschaefl, BS, Department of Educational Psychology,University of Wisconsin–Madison, Madison, Wisconsin
Michal Al-Yagon, PhD, Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel
Laura A. Barquero, MS, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Roderick W. Barron, PhD, Department of Psychology, University of Guelph, Guelph, Ontario, Canada
Barbara D. Bateman, PhD, JD, Department of Special Education, University of Oregon, Eugene, Oregon
Sabrina L. Benedict, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington, Seattle, Washington
Brittany J. Bice, BS, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin
Jamey Burho, MA, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland
Laurie E. Cutting, PhD, Departments of Special Education, Psychology and Human Development, Radiology, and Pediatrics, Vanderbilt University, Nashville, Tennessee
Martha B. Denckla, MD, Kennedy Krieger Institute and Departments of Neurology, Pediatrics, and Psychiatry, Johns Hopkins University School of Medicine, Baltimore, Maryland
K. Mark Derby, PhD, Department of Special Education, Gonzaga University, Spokane, Washington
Carol Sue Englert, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan
Ralph P. Ferretti, PhD, School of Education, University of Delaware, Newark, Delaware
Hank Fien, PhD, Center on Teaching and Learning, College of Education, University of Oregon, Eugene, Oregon
Jack M. Fletcher, PhD, Department of Psychology, University of Houston, Houston Texas
Jan C. Frijters, PhD, Department of Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
Douglas Fuchs, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Lynn S. Fuchs, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
David C. Geary, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri
George K. Georgiou, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Noel Gregg, PhD, Department of Special Education, University of Georgia, Athens, Georgia
Daniel P. Hallahan, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia
Julie Russ Harris, EdM, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Karen R. Harris, PhD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Beth Harry, PhD, Department of Teaching and Learning, University of Miami, Coral Gables, Florida
Cynthia M. Herr, PhD, Department of Special Education, University of Oregon, Eugene, Oregon
Joseph R. Jenkins, PhD, College of Education, University of Washington, Seattle, Washington
Laura M. Justice, PhD, Department of Teaching and Learning, Ohio State University, Columbus, Ohio
Edward J. Kame'enui, PhD, Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon
Jacqueline M. Kawa, MA, School Psychology Program, University of Wisconsin–Madison, Madison, Wisconsin
Janette Klingner, PhD, Department of Educational Equity and Cultural Diversity, University of Colorado Boulder, Boulder, Colorado
Jaan Korgesaar, PhD, Institute of Education, University of Tartu, Tartu, Estonia
Thomas R. Kratochwill, PhD, School Psychology Program, University of Wisconsin–Madison, Madison, Wisconsin
Nonie K. Lesaux, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Esther R. Lindström, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Maureen W. Lovett, PhD, Department ofNeurosciences and Mental Health, The Hospital for Sick Children, and Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada
G. Reid Lyon, PhD, Center for Brain Health, Department of Brain and Behavior Sciences, University of Texas, Dallas, Dallas, Texas
Charles A. MacArthur, PhD, School of Education, University of Delaware, Newark, Delaware
Malka Margalit, PhD, Department of Behavior Sciences, Peres Academic Center, Rehovot, Israel
Troy Mariage, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan
Margo A. Mastropieri,PhD, Department of Division for Human Disabilities, George Mason University, Fairfax, Virginia
Silvia Mazabel, MA, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada
Debra McKeown, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia
T. F. McLaughlin, PhD, Department of Special Education, Gonzaga University, Spokane, Washington
Kristen L. McMaster, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota
Brooke Moore, MS, Department of Educational Psychology/Learning Sciences, University of Colorado Boulder, Boulder, Colorado
Robin D. Morris, PhD, Department of Psychology, Georgia State University, Atlanta, Georgia
Rollanda E. O'Connor, PhD, Graduate School of Education, University of California, Riverside, Riverside, California
Cynthia M. Okolo, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan
Kimberly Palombo, MA, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland
Lisa S. Pao, MA, Department of Human Development, Teachers College, Columbia University, New York, New York
Rauno Parrila, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
Jill M. Pentimonti, PhD, Department of Teaching and Learning, Ohio State University, Columbus, Ohio
Stephen A. Petrill, PhD, Department of Psychology, Ohio State University, Columbus, Ohio
Paige C. Pullen, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia
William H. Rupley, PhD, Department of Teaching, Learning and Culture, Texas A&M University, College Station, Texas
Mary Beth Schmitt, MS, Department of Speech and Hearing Sciences, Ohio State University, Columbus, Ohio
Robin F. Schumacher, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Thomas E. Scruggs, PhD, Division of Special Education and Disability Research, Graduate School of Education, George Mason University, Fairfax, Virginia
Pamela M. Seethaler, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Bennett A. Shaywitz, MD, Department of Pediatrics, Yale University, New Haven, Connecticut
Sally E. Shaywitz, MD, Department of Pediatrics, Yale University, New Haven, Connecticut
Linda S. Siegel, PhD, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada
Michael Solis, PhD, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas
Deborah L. Speece, PhD, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland
Karla K. Stuebing, PhD, Department of Psychology, University of Houston Texas, Houston, Texas
Elizabeth Swanson, PhD, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas
H. Lee Swanson, PhD, Graduate Department of Education, University of California, Riverside, Riverside, California
Sharon Vaughn, PhD, The Meadows Center for Preventing Educational Risk and Department of Special Education, University of Texas at Austin, Austin, Texas
Devery Ward, PhD, Department of Reading Education and Special Education, Appalachian State University, Boone, North Carolina
Kimberly P. Weber, PhD, Department of Special Education, Gonzaga University, Spokane, Washington
Beverly Weiser, PhD, Institute of Evidenced-Based Education, Department of Teaching and Learning, Southern Methodist University, Dallas, Texas
Joanna P. Williams, PhD, Department of Human Development, Teachers College, Columbia University, New York, New York
Victor L. Willson, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas
Lindsay M. Wilson, MEd, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Xinhua Zheng, PhD, Graduate Department of Education, University of California, Riverside, Riverside, California
Margaret R. Altschaefl, BS, Department of Educational Psychology,University of Wisconsin–Madison, Madison, Wisconsin
Michal Al-Yagon, PhD, Constantiner School of Education, Tel Aviv University, Tel Aviv, Israel
Laura A. Barquero, MS, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Roderick W. Barron, PhD, Department of Psychology, University of Guelph, Guelph, Ontario, Canada
Barbara D. Bateman, PhD, JD, Department of Special Education, University of Oregon, Eugene, Oregon
Sabrina L. Benedict, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Virginia W. Berninger, PhD, Department of Educational Psychology, University of Washington, Seattle, Washington
Brittany J. Bice, BS, Department of Educational Psychology, University of Wisconsin–Madison, Madison, Wisconsin
Jamey Burho, MA, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland
Laurie E. Cutting, PhD, Departments of Special Education, Psychology and Human Development, Radiology, and Pediatrics, Vanderbilt University, Nashville, Tennessee
Martha B. Denckla, MD, Kennedy Krieger Institute and Departments of Neurology, Pediatrics, and Psychiatry, Johns Hopkins University School of Medicine, Baltimore, Maryland
K. Mark Derby, PhD, Department of Special Education, Gonzaga University, Spokane, Washington
Carol Sue Englert, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan
Ralph P. Ferretti, PhD, School of Education, University of Delaware, Newark, Delaware
Hank Fien, PhD, Center on Teaching and Learning, College of Education, University of Oregon, Eugene, Oregon
Jack M. Fletcher, PhD, Department of Psychology, University of Houston, Houston Texas
Jan C. Frijters, PhD, Department of Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
Douglas Fuchs, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Lynn S. Fuchs, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
David C. Geary, PhD, Department of Psychological Sciences, University of Missouri, Columbia, Missouri
George K. Georgiou, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Noel Gregg, PhD, Department of Special Education, University of Georgia, Athens, Georgia
Daniel P. Hallahan, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia
Julie Russ Harris, EdM, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Karen R. Harris, PhD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona
Beth Harry, PhD, Department of Teaching and Learning, University of Miami, Coral Gables, Florida
Cynthia M. Herr, PhD, Department of Special Education, University of Oregon, Eugene, Oregon
Joseph R. Jenkins, PhD, College of Education, University of Washington, Seattle, Washington
Laura M. Justice, PhD, Department of Teaching and Learning, Ohio State University, Columbus, Ohio
Edward J. Kame'enui, PhD, Department of Special Education and Clinical Sciences, University of Oregon, Eugene, Oregon
Jacqueline M. Kawa, MA, School Psychology Program, University of Wisconsin–Madison, Madison, Wisconsin
Janette Klingner, PhD, Department of Educational Equity and Cultural Diversity, University of Colorado Boulder, Boulder, Colorado
Jaan Korgesaar, PhD, Institute of Education, University of Tartu, Tartu, Estonia
Thomas R. Kratochwill, PhD, School Psychology Program, University of Wisconsin–Madison, Madison, Wisconsin
Nonie K. Lesaux, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts
Esther R. Lindström, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Maureen W. Lovett, PhD, Department ofNeurosciences and Mental Health, The Hospital for Sick Children, and Department of Pediatrics, University of Toronto, Toronto, Ontario, Canada
G. Reid Lyon, PhD, Center for Brain Health, Department of Brain and Behavior Sciences, University of Texas, Dallas, Dallas, Texas
Charles A. MacArthur, PhD, School of Education, University of Delaware, Newark, Delaware
Malka Margalit, PhD, Department of Behavior Sciences, Peres Academic Center, Rehovot, Israel
Troy Mariage, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan
Margo A. Mastropieri,PhD, Department of Division for Human Disabilities, George Mason University, Fairfax, Virginia
Silvia Mazabel, MA, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada
Debra McKeown, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia
T. F. McLaughlin, PhD, Department of Special Education, Gonzaga University, Spokane, Washington
Kristen L. McMaster, PhD, Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota
Brooke Moore, MS, Department of Educational Psychology/Learning Sciences, University of Colorado Boulder, Boulder, Colorado
Robin D. Morris, PhD, Department of Psychology, Georgia State University, Atlanta, Georgia
Rollanda E. O'Connor, PhD, Graduate School of Education, University of California, Riverside, Riverside, California
Cynthia M. Okolo, PhD, Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, Michigan
Kimberly Palombo, MA, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland
Lisa S. Pao, MA, Department of Human Development, Teachers College, Columbia University, New York, New York
Rauno Parrila, PhD, Department of Educational Psychology, University of Alberta, Edmonton, Alberta, Canada
Jill M. Pentimonti, PhD, Department of Teaching and Learning, Ohio State University, Columbus, Ohio
Stephen A. Petrill, PhD, Department of Psychology, Ohio State University, Columbus, Ohio
Paige C. Pullen, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia, Charlottesville, Virginia
William H. Rupley, PhD, Department of Teaching, Learning and Culture, Texas A&M University, College Station, Texas
Mary Beth Schmitt, MS, Department of Speech and Hearing Sciences, Ohio State University, Columbus, Ohio
Robin F. Schumacher, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Thomas E. Scruggs, PhD, Division of Special Education and Disability Research, Graduate School of Education, George Mason University, Fairfax, Virginia
Pamela M. Seethaler, PhD, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Bennett A. Shaywitz, MD, Department of Pediatrics, Yale University, New Haven, Connecticut
Sally E. Shaywitz, MD, Department of Pediatrics, Yale University, New Haven, Connecticut
Linda S. Siegel, PhD, Department of Educational and Counseling Psychology and Special Education, University of British Columbia, Vancouver, British Columbia, Canada
Michael Solis, PhD, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas
Deborah L. Speece, PhD, Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, Maryland
Karla K. Stuebing, PhD, Department of Psychology, University of Houston Texas, Houston, Texas
Elizabeth Swanson, PhD, The Meadows Center for Preventing Educational Risk, University of Texas at Austin, Austin, Texas
H. Lee Swanson, PhD, Graduate Department of Education, University of California, Riverside, Riverside, California
Sharon Vaughn, PhD, The Meadows Center for Preventing Educational Risk and Department of Special Education, University of Texas at Austin, Austin, Texas
Devery Ward, PhD, Department of Reading Education and Special Education, Appalachian State University, Boone, North Carolina
Kimberly P. Weber, PhD, Department of Special Education, Gonzaga University, Spokane, Washington
Beverly Weiser, PhD, Institute of Evidenced-Based Education, Department of Teaching and Learning, Southern Methodist University, Dallas, Texas
Joanna P. Williams, PhD, Department of Human Development, Teachers College, Columbia University, New York, New York
Victor L. Willson, PhD, Department of Educational Psychology, Texas A&M University, College Station, Texas
Lindsay M. Wilson, MEd, Department of Special Education, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee
Xinhua Zheng, PhD, Graduate Department of Education, University of California, Riverside, Riverside, California