Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives.

Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling.

The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

part |2 pages

Part I: Perspectives on Reading Disability

chapter 8|12 pages

Neuroscience and Dyslexia

part |2 pages

Part IV: Developmental Patterns of Reading Profi ciency and Reading Diffi culties

chapter 21|10 pages

Writing Dif culties

part |2 pages

Part V: Developmental Interventions

part |2 pages

Part VI: Studying Reading Disabilities

chapter 36|15 pages

Single-Subject and Case-Study Designs

chapter 38|12 pages

Observational Research