"Pennington provides an excellent overview of both theoretical and intervention aspects of learning disorders. This second edition examines learning disorders from a multifaceted view and provides detailed accounts of the assessment and intervention procedures needed to help individuals with these disorders. This book should be required reading for special education and school psychology professionals, as well as graduate students. Pennington should be commended for producing such an authoritative volume."--R. Malatesha Joshi, PhD, Professor of Literacy Education, ESL, and Educational Psychology, Texas A&M University "This unique book provides practitioners with a comprehensive picture of the broad array of conditions subsumed under the term 'learning disorders,' including dyslexia, ADHD, speech and language difficulties, autism spectrum disorder, and intellectual disabilities. For those who work with persons with learning disorders or who want to know more about this extremely complex subject, the second edition of
Diagnosing Learning Disorders is a 'must read.'"--Steve Graham, EdD, Peabody College of Education, Vanderbilt University "In this second edition, Pennington captures the latest research and theories about learning disorders in a way that will be readily understandable for clinicians, scientists, educators, and graduate students.He cogently explains how the field has developed, thus providing a broader context for the new research that is covered. Extremely well written, and comprehensive in scope, this volume integrates information from clinical practice, cognitive neuroscience, and molecular biology. It is destined to be the authoritative reference on learning disorders."--Geraldine Dawson, PhD, Chief Science Officer, Autism Speaks, Inc., and Department of Psychiatry, University of North Carolina, Chapel Hill "Superb. A 'must' for educators, psychologists, and others who care about learning disorders and want to learn about the very latest scientific knowledge and its implications for clinical practice. Pennington is a trusted expert in learning disorders, one of only a small cadre of distinguished scholar-clinicians who not only know and create the science, but also work closely with children and adults who are affected. Here, theory and practice are linked in a scientifically rigorous and highly readable and relevant volume."--Sally E. Shaywitz, MD, Audrey G. Ratner Professor in Learning Development, Yale University School of Medicine; Co-Director, Yale Center for Dyslexia and Creativity; author of
Overcoming Dyslexia "I am grateful to Pennington for this updated and expanded second edition.Especially useful are the authoritative, lucid discussions of controversial diagnostic entities and therapeutic approaches."--Martha Bridge Denckla, MD, Batza Family Endowed Chair and Director, Developmental Cognitive Neurology Clinic, Kennedy Krieger Institute
"This updated work has been eagerly awaited. Pennington provides a basic understanding of the most common learning disorders, complete with the latest genetic and neuroscientific knowledge and clear examples of clinical presentations. In the second edition, the review of unproven therapies is novel and will surely prove useful to clinicians, who are frequently asked by families about these treatments. This book will become a classic for graduate students and practitioners in pediatric neuropsychology, child clinical psychology, and educational psychology."--Deborah Waber, PhD, Department of Psychiatry, Harvard Medical School, Children's Hospital Boston (20110901)
"Pennington''s book is not only highly recommended to anyone working with children having disabilities, but also highly recommended for students in training. The book covers a broad range of issues that are of essential importance in effective practice.Pennington''s delicate balance of covering a large number of topics and disorders with sufficient breadth and depth, with appeal to both researchers and practitioners, makes [this] one of the most valuable books available on the topic."--Archives of Clinical Neuropsychology
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Archives of Clinical Neuropsychology )
"This book provides a thorough review of current neuropsychological research for various forms of learning disorders.The book would fit well in a university classroom setting to prepare practitioners with a solid base of research to support accurate differential diagnosis work in the schools."--NASP Communiqué
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NASP Communiqu� )
"Compelling because of the author''s major contributions and long active presence in the field. His experience uniquely enables him to integrate the past with present research findings and practice.Can be utilized by practitioners (pediatricians, psychologists, therapists), researchers, and students to understand ''the latest'' in the burgeoning literature on learning disorders, including autism. The user can quickly look up a disorder, find the clinical description and comorbidities, learn about the candidate genes, and how the disorder has been characterized via neuroimaging and neuropsychological studies.Compared to other books in this field, this book offers more evidence based interventions (when available) for the individual disorders. I recommend this for the intended audience (practitioners, researchers, and students), and also for already informed parents who wish to learn more about their child''s condition."--
Journal of Autism and Developmental Disorders (
Journal of Autism and Developmental Disorders )
Owner Reviews, Ratings, Comments and Criticism
Pennington's first edition on diagnosing learning disorders was showing its age, yet still the best one-volume summary on the neuropsychological underpinnings of learning disorders. This is a thorough revision and update of that earlier work. My office has owned it for about a week and I am not yet finished, but can already see that it is a major update, equivalent to writing an entirely new book.
Like the first edition, this volume starts by offering a general neuropsychological breakdown of learning disorders and questions about subtype analysis. Where the first edition then described research evidence for five types of learning disorder, this edition covers eight. Each includes summaries of relevant and recent research substantiating the cognitive problems that undergird each of the types of learning disorder. Pennington describes his own program of research a good deal, which is natural, but also includes references to competing hypotheses, such as the generalized cerebellar skill-deficit hypothesis of the syndrome commonly known as dyslexia.
A great summary for neuropsychologists who work with children.
