New PDF release: Cognition and Learning in Diverse Settings, Volume 18

By Margo A. Mastropieri, Thomas E. Scruggs

ISBN-10: 0080460496

ISBN-13: 9780080460499

ISBN-10: 0762312246

ISBN-13: 9780762312245

Necessary to the therapy of studying and behavioral disabilities is an knowing of the cognitive procedures introduced into play in academic contexts, how they give a contribution to difficulties in studying and behaviour, and the way those strategies may be ameliorated. both vital is a cautious attention of the environment during which studying happens, and the way it ameliorates, or contributes to, studying and behavioral issues. during this quantity, the position of cognition in studying and behavioral problems is taken into account besides research of studying in diversified settings, together with medical, targeted category, and inclusive basic schooling study rooms. during this quantity are chapters on such cognitive methods as operating reminiscence, spatial studying, and cognition in arithmetic. furthermore, studying is tested inside numerous surroundings preparations, and considers such issues because the context of teacher-student relationships, co-teaching preparations in inclusive guide, matters in academic placement, clinically-based interventions for dyscalculia, collaborative educating relationships in inclusive social experiences educating. This quantity contains contributions from across the world well-known specialists within the box of studying and behavioral disabilities. The ebook is meant for execs and practitioners; researchers in studying and behavioral disabilities; and graduate scholars in psychology, schooling, and exact schooling, fairly these curious about the problems of cognition and studying in numerous tutorial contexts.

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Additional info for Cognition and Learning in Diverse Settings, Volume 18 (Advances in Learning and Behavioral Disabilities)

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Journal of Educational Psychology, 88, 3–17. Geary, D. , Hamson, C. , & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236–263. , & Swanson, H. L. (2000). Cognitive processing of low achievers and children with reading disabilities: A selective meta-analytic review of the published literature. School Psychology Review, 29, 102–119. , & Plante, E. (1997).

1983). The acquisition of early number word meaning: A conceptual analysis and review. In: H. P. ), The development of mathematical thinking. New York: Academic Press. , & Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press. Gough, P. (1972). One second of reading. Visible Language, 6, 291–320. Hanson, V. (1989). Phonology and reading: Evidence from profoundly deaf readers. In: D. Shankweiler & I. Liberman (Eds), Phonology and reading disability: Solving the reading puzzle (pp.

Journal of Communication disorders, 30(6), 427–437. Jorm, A. F. (1983). Specific reading retardation and working memory: A review. British Journal of Psychology, 78, 311–342. Kane, M. , & Engle, R. W. (2000). Working memory capacity, proactive interference, and divided attention: Limits on long-term memory: Retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26, 336–358. Kyllonen, P. , & Christal, R. E. (1990). Reasoning ability is (little more than) working memory capacity?!.

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Cognition and Learning in Diverse Settings, Volume 18 (Advances in Learning and Behavioral Disabilities) by Margo A. Mastropieri, Thomas E. Scruggs

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