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