Off Track: When Poor Readers Become "Learning Disabled" (Renewing American Schools)

For educators, parents, and others, Spear-Swerling and Sternberg identify the dangers of labeling children as reading or learning disabled, and present a new theoretical model of reading disability which identifies four ways in which disabled readers depart from the path of typical reading development. Using illustrative case studies, the authors describe the four patterns of reading disability, explain how to properly assess them and suggest ways to overcome them.