Diagnostic assessment of learning disabilities in childhood. Bridging the gap between research and practice.

Autor/in	Brueggemann Taylor, Amber E.
Titel	Diagnostic assessment of learning disabilities in childhood. Bridging the gap between research and practice.
Quelle	New York, NY u.a.: Springer (2014), XIII, 254 S. PDF als Volltext (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	Contemporary issues in psychological assessment
Beigaben	Illustrationen; Literatur- und URL-Angaben S. 239-252
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
ISBN	1-493-90334-9; 978-1-493-90334-4
DOI	10.1007/978-1-4939-0335-1
Schlagwörter	Beobachtung; Methode; Entwicklungsstörung; Kognitive Entwicklung; Diagnostik; Diagnostischer Test; Frühdiagnostik; Leistungsschwäche; Unterdurchschnittliche Leistung; Lernschwierigkeit; Rechenschwäche; Intervention
Abstract	Diagnosing learning disabilities (LD) in children has never been an easy task. The multiple approaches in use complicate the assessment process, raising the risk of young students getting the wrong services, or none at all. It is clear that more accurate diagnosis and classification methods are needed to advance the prevention and treatment of difficulties in reading and mathematics. The book takes important steps to cut through the confusion. This timely resource weighs the strengths and weaknesses of commonly used assessment methods including the aptitude-achievement discrepancy, cognitive processing, RTI [Response to intervention], and low achievement approaches, and introduces the author's academic impairment model as a promising alternative. A chapter on comorbid disorders in students with LD guides readers in the fine points of differential diagnosis. And to make the coverage especially practical, the book's features link the theoretical to the real-world practice of LD assessment, among them: Overviews of LD identification and definitions; Analysis of widely used diagnostic approaches with strengths and weaknesses; Examples of assessment protocols and report writing; Case examples illustrating diagnostic issues; Q&A sections with leading experts in the field; Useful summaries, appendices, and resource links. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4