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Students with Both Gifts and Learning Disabilities

Identification, Assessment, and Outcomes

  • Book
  • © 2004

Overview

Editors:
  1. Tina M. Newman

    1. PACE Center, Yale University, New Haven, USA

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    You can also search for this editor in PubMed   Google Scholar

  2. Robert J. Sternberg

    1. PACE Center, Yale University, New Haven, USA

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    You can also search for this editor in PubMed   Google Scholar

Part of the book series: Neuropsychology and Cognition (NPCO, volume 25)

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Table of contents (11 chapters)

  1. Front Matter

    Pages i-x
    Download chapter PDF

  2. Introduction

    • Susan M. Baum
    Pages 1-15

  3. Learning Disabilities, Giftedness, and Gifted/LD

    • Robert J. Sternberg, Elena L. Grigorenko
    Pages 17-29

  4. The Identification of Gifted Students with Learning Disabilities: Challenges, Controversies, and Promising Practices

    • D. Betsy McCoach, Thomas J. Kehle, Melissa A. Bray, Del Siegle
    Pages 31-47

  5. Unraveling the Mysteries of GLD: Toward the Application of Cognitive Theory to Assessment

    • Judy L. Lupart
    Pages 49-71

  6. Linking Assessment and Diagnosis to Intervention for Gifted Students with Learning Disabilities

    • Linda E. Brody, Carol J. Mills
    Pages 73-93

  7. Dyslexia and Visual Spatial Talents: Are they Connected?

    • Catya von Károlyi, Ellen Winner
    Pages 95-117

  8. To Read but not to Read: Identifying and Understanding the Nature of Poor Reading Comprehension in Children

    • Kate Nation
    Pages 119-129

  9. Gifted Adults with Learning Disabilities in PostSecondary Settings

    • Mary K. Tallent-Runnels, Carol A. Layton
    Pages 131-154

  10. Compensation Strategies Used by High-Ability Students with Learning Disabilities

    • Sally M. Reis, Lilia M. Ruban
    Pages 155-198

  11. Summoning Up the Spirits from the Vast Deep: LD and Giftedness in Historic Persons

    • P. G. Aaron, R. Malatesha Joshi, Emily S. Ocker
    Pages 199-234

  12. Interventions Work But We Need More

    • Tina M. Newman
    Pages 235-246

  13. Back Matter

    Pages 247-258
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Keywords

About this book

We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.

Editors and Affiliations

  • PACE Center, Yale University, New Haven, USA

    Tina M. Newman, Robert J. Sternberg

Bibliographic Information

  • Book Title: Students with Both Gifts and Learning Disabilities

  • Book Subtitle: Identification, Assessment, and Outcomes

  • Editors: Tina M. Newman, Robert J. Sternberg

  • Series Title: Neuropsychology and Cognition

  • DOI: https://doi.org/10.1007/978-1-4419-9116-4

  • Publisher: Springer New York, NY

  • eBook Packages: Springer Book Archive

  • Copyright Information: Springer Science+Business Media New York 2004

  • Hardcover ISBN: 978-0-306-48379-0Published: 31 March 2004

  • Softcover ISBN: 978-1-4613-4798-9Published: 15 September 2012

  • eBook ISBN: 978-1-4419-9116-4Published: 06 December 2012

  • Series ISSN: 0927-0116

  • Edition Number: 1

  • Number of Pages: X, 256

  • Topics: Child and School Psychology

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