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Intervention Research in Learning Disabilities

  • Book
  • © 1990

Overview

Editors:
  1. Thomas E. Scruggs

    1. Special Education, Purdue University, West Lafayette, Canada

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    You can also search for this editor in PubMed   Google Scholar

  2. Bernice Y. L. Wong

    1. Faculty of Education, Simon Fraser University, Burnaby, Canada

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    You can also search for this editor in PubMed   Google Scholar

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-x
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  2. Issues in Intervention Research

    1. Front Matter

      Pages 1-1
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    2. Variances and Verities in Learning Disability Interventions

      • Kenneth A. Kavale
      Pages 3-33

    3. Instruction Derived from the Strategy Deficit Model: Overview of Principles and Procedures

      • H. L. Swanson
      Pages 34-65

    4. Commentary

      • Thomas E. Scruggs
      Pages 66-77

  3. Academic Interventions

    1. Front Matter

      Pages 79-79
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    2. Strategy Instruction Is Often Insufficient: Addressing the Interdependency of Executive and Attributional Processes

      • Andrea K. Groteluschen, John G. Borkowski, Catherine Hale
      Pages 81-101

    3. Enhancing Academic Performance with Mnemonic Instruction

      • Margo A. Mastropieri, Barbara J. Mushinski Fulk
      Pages 102-121

    4. Content Enhancement: A Model for Promoting the Acquisition of Content by Individuals with Learning Disabilities

      • B. Keith Lenz, Janis Bulgren, Pamela Hudson
      Pages 122-165

    5. Interactive Teaching and Learning: Instructional Practices for Teaching Content and Strategic Knowledge

      • Candace S. Bos, Patricia L. Anders
      Pages 166-185

    6. Unraveling the Mysteries of Writing Through Strategy Instruction

      • Carol Sue Englert
      Pages 186-223

    7. Commentary

      • Bernice Y. L. Wong
      Pages 224-232

  4. Social and Behavioral Interventions

    1. Front Matter

      Pages 233-233
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    2. Self-Recording of Attending to Task: Treatment Components and Generalization of Effects

      • John Wills Lloyd, Timothy J. Landrum
      Pages 235-262

    3. Social Skills Training with Learning Disabled Children and Adolescents: The State of the Art

      • Tanis Bryan, John Lee
      Pages 263-278

    4. Why Social Skills Training Doesn’t Work: An Alternative Model

      • Sharon Vaughn, Ruth McIntosh, Anne Hogan
      Pages 279-303

    5. The Use of Schema in Research on the Problem Solving of Learning Disabled Adolescents

      • Joanna P. Williams
      Pages 304-321

    6. Commentary

      • Barbara K. Keogh
      Pages 322-326

  5. Postsecondary Interventions

    1. Front Matter

      Pages 327-327
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    2. Intervention Effectiveness at the Postsecondary Level for the Learning Disabled

      • Susan A. Vogel, Pamela B. Adelman
      Pages 329-344
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Keywords

About this book

Intervention Research in Learning Disabilities is based on proceedings of the Symposium on Intervention Research sponsored by the Division for Learning Disabilities (DLD) of the Council for Exceptional Children and held at Purdue University, November 14-16, 1988. It presents a wide range of critical issues and insights, both theoretical and practical, related to research with learning disabled individuals. The book is divided into four broad sections: issues in intervention research, academic interventions, social and behavioral interventions, and postsecondary interventions. It considers both present and future directions of such research. Topics explored include variance and verities in learning disability interventions, instruction derived from the strategy deficit model, enhancement of academic performance with mnemonic instruction, the content enhancement model for promoting content acquisition, interactive teaching and learning, social skills training (and an alternative approach to social skills training), the use of schema in research on the problem solving of learning disabled adolescents, and intervention effectiveness at the postsecondary level.

Editors and Affiliations

  • Special Education, Purdue University, West Lafayette, Canada

    Thomas E. Scruggs

  • Faculty of Education, Simon Fraser University, Burnaby, Canada

    Bernice Y. L. Wong

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