Essentials of Specific Learning Disability Identification

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.

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
Michèle 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 3 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