Item description for Our Labeled Children: What Every Parent and Teacher Needs to Know About Learning Disabilities by Robert J. Phd Sternberg & Elena Grigorenko...
Twenty percent of all school-aged children in this country have been labeled Learning Disabled. But what is a genuine learning disability? How does it differ from garden-variety poor learning? How can we more accurately assess and then teach to individual learning strengths instead of merely pinpointing learning weaknesses? In this passionately argued yet clear-headed book, internationally acclaimed cognitive psychologist Robert Sternberg and research scientist Elena Grigorenko tackle these controversial issues, urging that we understand the full range of factors that contribute to learning disabilities (and sometimes to their misdiagnosis) in order to improve the American educational and diagnostic systems.From the biological bases of dyslexia and other disabilities, to the tests that do and do not accurately assess learning abilities, to the social and educational pressures that contribute to misdiagnosis, "Our Labeled Children" clearly outlines the issues that concern both parents and teachers, ultimately pointing to clear strategies for improving our system to help children with all manner of learning problems.
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Studio: Da Capo Press
Est. Packaging Dimensions: Length: 9" Width: 6" Height: 0.68" Weight: 0.99 lbs.
Release Date Oct 5, 2000
Publisher Da Capo Press
ISBN 0738203653 ISBN13 9780738203652
Availability 60 units. Availability accurate as of May 30, 2017 12:01.
Usually ships within one to two business days from La Vergne, TN.
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More About Robert J. Phd Sternberg & Elena Grigorenko
Robert J. Sternberg is IBM Professor of Psychology and Education at Yale University.
Reviews - What do customers think about Our Labeled Children: What Every Parent and Teacher Needs to Know About Learning Disabilities?
Questioning falls short of what education field needs Jul 12, 2000
After one reads Sternberg and Grigorenko's OUR LABELED CHILDREN, one gets the impression that the hope of future readers is tainted with the muck of politics and scientific research that barely stratches the surface of reading and learning. In the style of Gerald Coles (READING LESSONS), the authors of this book attempt to question increasing trends of labeling children as having learning disabilities by showing how educational practices, sociological pressures, and political and cultural values create a situation where professionals label students with having a sometimes-mythical learning disability.
Where Sternberg and Grigorenko fall short is about halfway through this text. The writing is convincing, and the evidence is plentiful; however, the authors shift in their attempt to reform by depending on scientific "brain" research that tells us less than we can infer from evidence in the classroom. Then, the sales pitch begins. Just when you think the authors are making a case for reformation in the classroom, they hold tight to the phonics-first approach to reading instruction. Compared to Magaret Moustafa's BEYOND TRADITIONAL PHONICS, Sternberg and Grigorenko follow an opposite path, which, in my opinion, does not fully realize the efforts and skills of beginning readers, or what kind of instruction they need.
The beginning of this book sets up some interesting and enlightening arguments against the current system. The authors, then, discredit themsleves in the latter part of the book by using scientific evidence that does not quite reach the standard that the authors, themselves, demand. Be critical when reading this book because there are some great ideas and some not-so-great ideas.
A great book on different levels... Apr 19, 2000
Sternberg has done a good job on different levels in this book. It's very readable and interesting. The only boring part of the book (and unconvincing to me) is the chapter on biological differences among the brains of people who have an LD. There's simply too many kids diagnosed with an LD to fit everyone under one causation.
Sternberg talks about the culture of LD, the politics of being labeled "LD", the dangers of using discrepancy formulas for assessment, and effective pedagogical intervention. This is not an "anti-LD" book; instead Sternberg strikes me like Dr. Diller (author of Running on Ritalin) as a "radical moderate."