Neuropsychological Foundations of Learning Disabilities : A Handbook of Issues, Methods and Practice
This book offers a comprehensive overview of recent advances made in the field of learning disabilities, in the service of diagnosis and remediation. The work includes genetic, electrophysiological, and brain injury studies, and presents new data on cognitive functions, laterality mechanisms, neuropsychological assessment, and subtyping of learning disabilities.
- Hardback | 774 pages
- 165.1 x 230 x 38.1mm | 1,298g
- 01 May 1991
- Elsevier Science Publishing Co Inc
- Academic Press Inc
- San Diego, United States
Table of contents
Part 1 Foundations and theoretical issues in the neuropsychology of learning disabilities: biological foundations of learning disabilities, D.D.Duane; etiology of reading deficits in learning disabilities - quantitative genetic analyses, J.C.Defries and J.J.Gillis; genetic basis of development dyslexia - molecular studies, H.A.Lubs et al; learning disabilities - a critical review of definitional and assessment issues, S.R.Morrison and L.S.Siegel; the Dejerine hypothesis - implications for an etiological reformation of developmental dyslexia, P.Satz; childhood psychopathology and learning disabilities - neuropsychological relationships, N.Nieves; acquisition and forgetting processes in normal and learning disabled children - a disintegration/reintegration theory, C.J.Brainerd and V.Reyna; hemispheric activation and arousal asymmetry in learning disabled neuropsychological subtypes of learning disabilities, J.E.Obrzut; neuropsychological prediction of reading disabilities and visual processing, R.H.Felton and I.S.Brown; brain imaging in learning disabilities, G.W.Hynd et al. Part 2 Neuropsychological syndromes and practice in learning disabilities: reading disorders - their nature and diagnosis, P.G.Aaron and J.E.Simurdak; specific mathematics disorders, C.E.Keller and J.P.Sutton; specific speech and language disorders, R.E.Stark et al; specific nonverbal and social skills deficits in children with learning disabilities, M.Semrud-Clikeman and G.W.Hynd; remediating reading disabilities, B.W.Wise and R.K.Olson; academic interventions with learning disabled students - a cognitive/metacognitive approach, C.S.Bos and A.K. vAn Reusen; neuropsychological assessment - case studies, L.Lewandowski; neuropsychological perspectives in special education, J.Kershner; on the relevance of neuropsychological data to learning disabilities, M.Hiscock and C.K.Hiscock.