The Prediction of Learning Disabilities in the Preschool Child

A Neuropsychological Perspective
  • Stephen R. Hooper
Part of the Critical Issues in Neuropsychology book series (CINP)

Abstract

Although neuropsychological measures have not been developed specifically for the preschool child, the early identification and prediction of learning problems are major challenges for the child neuropsychologist. Working with such young children presents any array of problems, including measurement difficulties, interpretive issues, and developmental questions. This latter concern is particularly important given that even a group of children having the same chronological age, gender, and ethnic background will show a wide range of “normal” developmental variation (Wolff, 1981). Assessment methods will need to be guided by a neurodevelopmental theoretical framework if the study of brain-behavior relationships in this age group is to be advanced.

Keywords

Preschool Child Neuropsychological Assessment Reading Disability Learn Disability Reading Achievement 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 1988

Authors and Affiliations

  • Stephen R. Hooper
    • 1
    • 2
  1. 1.Department of PsychiatryUniversity of North Carolina School of MedicineChapel HillUSA
  2. 2.Clinical Center for the Study of Development and LearningUniversity of North CarolinaChapel HillUSA

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