Review of Learning About Learning Disabilities, Third Edition.

Abstract

BERNICEWONG (Ed.) Learning About Learning Disabilities, Third Edition San Diego, CA: Elsevier Academic Press, 2004, 664 pages (ISBN 0-12-762533-X, US$79.95 Hardcover) The book, Learning about Learning Disabilities, Third Edition, edited by Bernice Wong, comprises a selection of chapters authored by well-known authors in the field of learning disabilities. The book was developed for use with advanced undergraduate and graduate students with the intent to provide current information soundly based in research in the field. The chapters in the book are organized into three thematic sections. The first section deals with conceptual, historical, and research aspects of learning disabilities. Within this section there are chapters on history, memory, language processes in reading, peer relationships, self-regulation, and the reading brain. Chapter 1 focuses on the status of the field of learning disabilities, provides a historical perspective of the events in the field, discusses the role of psychological processes in the disorder, and presents current and future issues in the field. This chapter provides an excellent review of the literature in this area and provides more detail on this topic than a book designed for undergraduate students. The research presented would provide many pivotal points on which to build classroom discussion. However, this chapter is decidedly American in tone. If the book was to be used as a text in a Canadian context, there would be a need to supplement this chapter with Canadian readings. The focus of Chapter 2 is memory and learning disabilities. This chapter provides a comprehensive review of memory development, information processing, memory research, and implications from memory research for instruction. However, the chapter often reads like a summary of one of the author's research in the field with 35 references to his publications. A more balanced review might be more appropriate. Chapter 3 examines language processes and reading. The theoretical approaches to language acquisition are reviewed and a good synopsis of the research on language and reading provided. Peer relationships are the topic for Chapter 4. This chapter provides a description of what is known about the nature of peer relationships and provides information on the factors linked to the quality of children's social lives. This is a particularly important chapter for a text of this nature and this chapter provides a reasonably in-depth discussion of the issues in this area. Chapter 5 focuses on self-regulation. This is a very important topic for anyone studying learning disabilities and one that is often neglected. This chapter provides an overview of the theoretical basis of self-regulation, and provides information on self-regulation strategies, the effects of self-regulation interventions, and factors that influence the use and effectiveness of self-regulation. This chapter provides many practice ideas for implementation as well as providing a synopsis of the research. The final chapter in the first section of the book looks at the reading brain. This is a very timely inclusion into a book of this nature as the topic of brain and its implications for teaching is currently receiving a great deal of attention. This chapter provides a model of the processes in the brain's functional reading system, examines imaging studies that compare readers with and without difficulties, and discusses the importance of the research for designing treatment interventions. Most students will find this particular chapter of great interest. The second section is entitled Instructional Aspects of Learning Disabilities. This section comprises chapters on reading comprehension, writing, math, social competence, strategy instruction, working with adolescents, issues in service delivery, and developing communities of practice. The first chapters in this section are very similar to chapters that would be found in undergraduate level textbooks on learning disabilities. …