Andrew J. Martin is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia.Rayne A. Sperling is Professor and Associate Dean in the College of Education at Pennsylvania State Unviersity, USA.Kristie J. Newton is Associate Professor in the Department of Teaching and Learning at Temple University, USA.

• ContentsAcknowledgmentsCh 1Introduction: Educational Psychology and Students with Special NeedsAndrew J. Martin, Kristie J. Newton, Rayne A. SperlingSECTION 1: Special Needs and Educational PsychologySection Introduction: Students with Special Needs and Educational PsychologyRayne A. SperlingCh 2Specific Learning Disabilities as a Working Memory Deficit: A Model RevisitedH. Lee SwansonCh 3Identifying and Supporting Students with Affective Disorders in Schools: Academic Anxieties and Emotional Information Processing Jerrell C. Cassady and Christopher L. ThomasCh 4The Importance of Self-determination and Inclusion for Students with Intellectual Disability: What We Know and What We Still Need to DiscoverIva StrnadovaCh 5The Roles of Executive Functions in Learning and AchievementD. Jake Follmer and Rayne A. SperlingCh 6Language impairments: Challenges and opportunities for meeting children’s needs and insights from psycho-educational theory and researchJulie E. Dockrell and Geoff LindsayCh 7Understanding the Development and Instruction of Reading for English Learners with Learning DisabilitiesColby Hall, Philip Capin, Sharon Vaughn, and Grace CannonCh 8Developmental DisabilityJeff Sigafoos, Vanessa A. Green, Mark F. O’Reilly, and Giulio E. LancioniCh 9Child Maltreatment: Pathways to Educational Achievement Through Self-Regulation and Self-Regulated LearningCarlomagno C. Panlilio and Catherine CorrCh 10Behavioral Disorder: Theory, Research, and PracticeMing Tak HueSECTION 2: Perspectives from Major Educational Psychology TheoriesSection Introduction: Perspectives on Special Needs from Major Educational Psychology TheoriesAndrew J. MartinCh 11Social Cognitive Theory, Self-Efficacy, and Students with Disabilities: Implications for Students with Learning Disabilities, Reading Disabilities, and Attention-Deficit/Hyperactivity Disorder (ADHD)Dale H. Schunk and Maria K. DiBenedettoCh 12Self-Determination and Autonomous Motivation: Implications for Students with Intellectual, Developmental, and Specific Learning DisabilitiesMichael L. Wehmeyer and Karrie A. ShogrenCh 13Using Self-Regulated Learning to Support Students with Learning Disabilities in ClassroomsNancy E. Perry, Silvia Mazabel, and Nikki YeeCh 14Goal Concepts for Understanding and Improving the Performance of Students with Learning DisabilitiesDavid A. Bergin and Sara L. PrewettCh 15Using Cognitive Load Theory to Improve Text Comprehension for Students with DyslexiaAndré Tricot, Geneviève Vandenbroucke, John SwellerCh 16Self-worth Theory and Students with Attention-Deficit/Hyperactivity Disorder (ADHD)Andrew J. MartinCh 17The Relevance of Expectancy-Value Theory to Understanding the Motivation and Achievement of Students with Cognitive and Emotional Special Needs: Focus on Depression and AnxietyAllan Wigfield and Annette PonnockCh 18Control-Value Theory and Students with Special Needs: Achievement Emotion Disorders and their Links to Behavioral Disorders and Academic DifficultiesReinhard Pekrun and Kristina LodererSECTION 3: Special Needs and Constructs Relevant to Psycho-Educational DevelopmentSection Introduction: Special Needs and Constructs Relevant to Psycho-Educational DevelopmentKristie J. NewtonCh 19Improving Learning in Students with Mathematics Difficulties: Contributions from the Science of LearningNancy C. Jordan, Christina Barbieri, Nancy Dyson, and Brianna DevlinCh 20Writing and Students with Learning DisabilitiesSteve Graham and Karen R. HarrisCh 21Reasoning Skills in Individuals with Mathematics DifficultiesKinga MorsanyiCh 22Interpersonal Relationships and Students with Autism Spectrum Disorder (ASD): Perspectives from Theory of Mind and NeuroscienceRobyn M. GilliesCh 23Student Engagement and Learning, Attention, Behavioral, and Emotional Difficulties in SchoolKayleigh C. O’Donnell and Amy L. ReschlyCh 24Examining Academic Self-Concepts and the Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with Mild Intellectual DisabilitiesDanielle Tracey, Dafna Merom, Alexandre J. S. Morin, and Christophe MaïanoCh 25Cultural and Sociocultural Influences and Learners with Special NeedsAngus Macfarlane, Sonja Macfarlane, and Helen MataitiCh 26Technology and Its Impact on Reading for Students with Learning DisabilitiesCynthia M. Okolo and Ralph FerrettiCh 27The Relevance of Neuroscience to Understanding Achievement in Special Needs ChildrenJames P. Byrnes and Jennifer Taylor EatonCh 28Conclusion: Future Directions in the Application of Educational Psychology to Students with Special NeedsAndrew J. Martin, Kristie J. Newton, and Rayne A. SperlingContributor Bios

Andrew J. Martin is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia.Rayne A. Sperling is Professor and Associate Dean in the College of Education at Pennsylvania State Unviersity, USA.Kristie J. Newton is Associate Professor in the Department of Teaching and Learning at Temple University, USA.

• ContentsAcknowledgmentsCh 1Introduction: Educational Psychology and Students with Special NeedsAndrew J. Martin, Kristie J. Newton, Rayne A. SperlingSECTION 1: Special Needs and Educational PsychologySection Introduction: Students with Special Needs and Educational PsychologyRayne A. SperlingCh 2Specific Learning Disabilities as a Working Memory Deficit: A Model RevisitedH. Lee SwansonCh 3Identifying and Supporting Students with Affective Disorders in Schools: Academic Anxieties and Emotional Information Processing Jerrell C. Cassady and Christopher L. ThomasCh 4The Importance of Self-determination and Inclusion for Students with Intellectual Disability: What We Know and What We Still Need to DiscoverIva StrnadovaCh 5The Roles of Executive Functions in Learning and AchievementD. Jake Follmer and Rayne A. SperlingCh 6Language impairments: Challenges and opportunities for meeting children’s needs and insights from psycho-educational theory and researchJulie E. Dockrell and Geoff LindsayCh 7Understanding the Development and Instruction of Reading for English Learners with Learning DisabilitiesColby Hall, Philip Capin, Sharon Vaughn, and Grace CannonCh 8Developmental DisabilityJeff Sigafoos, Vanessa A. Green, Mark F. O’Reilly, and Giulio E. LancioniCh 9Child Maltreatment: Pathways to Educational Achievement Through Self-Regulation and Self-Regulated LearningCarlomagno C. Panlilio and Catherine CorrCh 10Behavioral Disorder: Theory, Research, and PracticeMing Tak HueSECTION 2: Perspectives from Major Educational Psychology TheoriesSection Introduction: Perspectives on Special Needs from Major Educational Psychology TheoriesAndrew J. MartinCh 11Social Cognitive Theory, Self-Efficacy, and Students with Disabilities: Implications for Students with Learning Disabilities, Reading Disabilities, and Attention-Deficit/Hyperactivity Disorder (ADHD)Dale H. Schunk and Maria K. DiBenedettoCh 12Self-Determination and Autonomous Motivation: Implications for Students with Intellectual, Developmental, and Specific Learning DisabilitiesMichael L. Wehmeyer and Karrie A. ShogrenCh 13Using Self-Regulated Learning to Support Students with Learning Disabilities in ClassroomsNancy E. Perry, Silvia Mazabel, and Nikki YeeCh 14Goal Concepts for Understanding and Improving the Performance of Students with Learning DisabilitiesDavid A. Bergin and Sara L. PrewettCh 15Using Cognitive Load Theory to Improve Text Comprehension for Students with DyslexiaAndré Tricot, Geneviève Vandenbroucke, John SwellerCh 16Self-worth Theory and Students with Attention-Deficit/Hyperactivity Disorder (ADHD)Andrew J. MartinCh 17The Relevance of Expectancy-Value Theory to Understanding the Motivation and Achievement of Students with Cognitive and Emotional Special Needs: Focus on Depression and AnxietyAllan Wigfield and Annette PonnockCh 18Control-Value Theory and Students with Special Needs: Achievement Emotion Disorders and their Links to Behavioral Disorders and Academic DifficultiesReinhard Pekrun and Kristina LodererSECTION 3: Special Needs and Constructs Relevant to Psycho-Educational DevelopmentSection Introduction: Special Needs and Constructs Relevant to Psycho-Educational DevelopmentKristie J. NewtonCh 19Improving Learning in Students with Mathematics Difficulties: Contributions from the Science of LearningNancy C. Jordan, Christina Barbieri, Nancy Dyson, and Brianna DevlinCh 20Writing and Students with Learning DisabilitiesSteve Graham and Karen R. HarrisCh 21Reasoning Skills in Individuals with Mathematics DifficultiesKinga MorsanyiCh 22Interpersonal Relationships and Students with Autism Spectrum Disorder (ASD): Perspectives from Theory of Mind and NeuroscienceRobyn M. GilliesCh 23Student Engagement and Learning, Attention, Behavioral, and Emotional Difficulties in SchoolKayleigh C. O’Donnell and Amy L. ReschlyCh 24Examining Academic Self-Concepts and the Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with Mild Intellectual DisabilitiesDanielle Tracey, Dafna Merom, Alexandre J. S. Morin, and Christophe MaïanoCh 25Cultural and Sociocultural Influences and Learners with Special NeedsAngus Macfarlane, Sonja Macfarlane, and Helen MataitiCh 26Technology and Its Impact on Reading for Students with Learning DisabilitiesCynthia M. Okolo and Ralph FerrettiCh 27The Relevance of Neuroscience to Understanding Achievement in Special Needs ChildrenJames P. Byrnes and Jennifer Taylor EatonCh 28Conclusion: Future Directions in the Application of Educational Psychology to Students with Special NeedsAndrew J. Martin, Kristie J. Newton, and Rayne A. SperlingContributor Bios

Andrew J. Martin is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia.Rayne A. Sperling is Professor and Associate Dean in the College of Education at Pennsylvania State Unviersity, USA.Kristie J. Newton is Associate Professor in the Department of Teaching and Learning at Temple University, USA.

• ContentsAcknowledgmentsCh 1Introduction: Educational Psychology and Students with Special NeedsAndrew J. Martin, Kristie J. Newton, Rayne A. SperlingSECTION 1: Special Needs and Educational PsychologySection Introduction: Students with Special Needs and Educational PsychologyRayne A. SperlingCh 2Specific Learning Disabilities as a Working Memory Deficit: A Model RevisitedH. Lee SwansonCh 3Identifying and Supporting Students with Affective Disorders in Schools: Academic Anxieties and Emotional Information Processing Jerrell C. Cassady and Christopher L. ThomasCh 4The Importance of Self-determination and Inclusion for Students with Intellectual Disability: What We Know and What We Still Need to DiscoverIva StrnadovaCh 5The Roles of Executive Functions in Learning and AchievementD. Jake Follmer and Rayne A. SperlingCh 6Language impairments: Challenges and opportunities for meeting children’s needs and insights from psycho-educational theory and researchJulie E. Dockrell and Geoff LindsayCh 7Understanding the Development and Instruction of Reading for English Learners with Learning DisabilitiesColby Hall, Philip Capin, Sharon Vaughn, and Grace CannonCh 8Developmental DisabilityJeff Sigafoos, Vanessa A. Green, Mark F. O’Reilly, and Giulio E. LancioniCh 9Child Maltreatment: Pathways to Educational Achievement Through Self-Regulation and Self-Regulated LearningCarlomagno C. Panlilio and Catherine CorrCh 10Behavioral Disorder: Theory, Research, and PracticeMing Tak HueSECTION 2: Perspectives from Major Educational Psychology TheoriesSection Introduction: Perspectives on Special Needs from Major Educational Psychology TheoriesAndrew J. MartinCh 11Social Cognitive Theory, Self-Efficacy, and Students with Disabilities: Implications for Students with Learning Disabilities, Reading Disabilities, and Attention-Deficit/Hyperactivity Disorder (ADHD)Dale H. Schunk and Maria K. DiBenedettoCh 12Self-Determination and Autonomous Motivation: Implications for Students with Intellectual, Developmental, and Specific Learning DisabilitiesMichael L. Wehmeyer and Karrie A. ShogrenCh 13Using Self-Regulated Learning to Support Students with Learning Disabilities in ClassroomsNancy E. Perry, Silvia Mazabel, and Nikki YeeCh 14Goal Concepts for Understanding and Improving the Performance of Students with Learning DisabilitiesDavid A. Bergin and Sara L. PrewettCh 15Using Cognitive Load Theory to Improve Text Comprehension for Students with DyslexiaAndré Tricot, Geneviève Vandenbroucke, John SwellerCh 16Self-worth Theory and Students with Attention-Deficit/Hyperactivity Disorder (ADHD)Andrew J. MartinCh 17The Relevance of Expectancy-Value Theory to Understanding the Motivation and Achievement of Students with Cognitive and Emotional Special Needs: Focus on Depression and AnxietyAllan Wigfield and Annette PonnockCh 18Control-Value Theory and Students with Special Needs: Achievement Emotion Disorders and their Links to Behavioral Disorders and Academic DifficultiesReinhard Pekrun and Kristina LodererSECTION 3: Special Needs and Constructs Relevant to Psycho-Educational DevelopmentSection Introduction: Special Needs and Constructs Relevant to Psycho-Educational DevelopmentKristie J. NewtonCh 19Improving Learning in Students with Mathematics Difficulties: Contributions from the Science of LearningNancy C. Jordan, Christina Barbieri, Nancy Dyson, and Brianna DevlinCh 20Writing and Students with Learning DisabilitiesSteve Graham and Karen R. HarrisCh 21Reasoning Skills in Individuals with Mathematics DifficultiesKinga MorsanyiCh 22Interpersonal Relationships and Students with Autism Spectrum Disorder (ASD): Perspectives from Theory of Mind and NeuroscienceRobyn M. GilliesCh 23Student Engagement and Learning, Attention, Behavioral, and Emotional Difficulties in SchoolKayleigh C. O’Donnell and Amy L. ReschlyCh 24Examining Academic Self-Concepts and the Big-Fish-Little-Pond Effect in Relation to Inclusive and Segregated Classroom Environments for Students with Mild Intellectual DisabilitiesDanielle Tracey, Dafna Merom, Alexandre J. S. Morin, and Christophe MaïanoCh 25Cultural and Sociocultural Influences and Learners with Special NeedsAngus Macfarlane, Sonja Macfarlane, and Helen MataitiCh 26Technology and Its Impact on Reading for Students with Learning DisabilitiesCynthia M. Okolo and Ralph FerrettiCh 27The Relevance of Neuroscience to Understanding Achievement in Special Needs ChildrenJames P. Byrnes and Jennifer Taylor EatonCh 28Conclusion: Future Directions in the Application of Educational Psychology to Students with Special NeedsAndrew J. Martin, Kristie J. Newton, and Rayne A. SperlingContributor Bios