Skip to main content
SpringerLink
Log in
Book cover

Handbook of Clinical Child Neuropsychology pp 187–202Cite as

Neuropsychological Basis of Learning Disabilities

  • Chapter

Learning disabilities, including reading disabilities, are the most prevalent group of neurobehavioral disorders affecting children and adults. There is a strong genetic component to these disabilities.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   169.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Ackerman, P. T., Dykman, R. A., & Peters, J.E. (1977). Teenage status of hyperactive and non-hyperactive learning disabled boys. American Journal of Orthopsychiatry, 47, 577-596.

    PubMed  Google Scholar 

  • American Psychiatric Association (2000). Diagnostic and statistical manual of mental disorders (4th Edition - Text Revision). Washington, DC: American Psychiatric Association.

    Google Scholar 

  • Bakker, D. J. (1979). Hemisphere differences and reading strategies: Two dyslexias? Bulletin of the Orton Society, 29, 84-100.

    Google Scholar 

  • Bakwin, H. (1973). Reading disability in twins. Developmental Medicine and Child Neurology, 15, 184-187.

    PubMed  Google Scholar 

  • Ball, E. W., & Blachman, B. A. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208-225.

    Google Scholar 

  • Benton, A. L. (1975). Developmental dyslexia: neurological aspects. In W. J. Friedlander (Ed.), Advances in neurology (Vol. 17, pp. 1-47). New York, NY: Raven.

    Google Scholar 

  • Berkow, R., & Fletcher, A. J. (Eds.). (1992). The Merck manual of diagnosis and therapy (16th ed.). Rahway, NJ: Merck Research Laboratories.

    Google Scholar 

  • Berninger, V. W. (2004). The reading brain in children and youth: A systems approach. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 197-248). San Diego, CA: Elsevier Academic Press.

    Google Scholar 

  • Bigler, E. D. (1992). The neurobiology and neuropsychology of adult learning disorders. Journal of Learning Disabilities, 25, 488-506.

    PubMed  Google Scholar 

  • Bishop, D. V., & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading disabilities. Journal of Child Psychology and Psychiatry, 31(7), 1027-1050.

    PubMed  Google Scholar 

  • Blachman, B. A., Ball, E., Black, R., & Tangel, D. (1994). Kindergarten teachers develop phoneme awareness in low-income inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal, 6, 1-17.

    Google Scholar 

  • Boder, E. (1973). Developmental dyslexia: A diagnostic approach based on three atypical reading patterns. Developmental Medicine and Child Neurology, 15, 663-687.

    PubMed  Google Scholar 

  • Brown, V. L., Hammill, D. D., & Widerholt, J. L. (1995). Test of reading comprehension (3rd ed.) (TORC-3). Austin, TX: PRO-ED.

    Google Scholar 

  • Cardon, L. R., Smith, S. D., Fulker, D. W., Kimberling, W. J., Pennington, B. F. & DeFries, J. C. (1994). Quantitative trait locus for reading disability in chromosome 6. Science, 266, 276-279.

    PubMed  Google Scholar 

  • Connoloy, A. J. (1988). Key Math revised: A diagnostic inventory of essential mathematics. Circle Pines, MN: American Guidance Service.

    Google Scholar 

  • Cruickshank, W. M., Bentzen, F. A., Ratzeburg, R. H., & Tannhauser, M. T. (1961). A teaching method for brain-injured and hyperactive children. Syracuse, NY: Syracuse University Press.

    Google Scholar 

  • Dawson, G., & Fischer, K. W. (Eds.). (1994). Human behavior and the developing brain. New York, NY: Guilford Press.

    Google Scholar 

  • DeFries, J. C. (1991). Genetics and dyslexia: An overview. In M. Snowling, & M. Thomson (Eds.), Dyslexia: Integrating theory and practice (pp. 3-20). London: Whurr Publishers Ltd.

    Google Scholar 

  • DeFries, J. C., & Gillis, J. J. (1993). Genetics of reading disability. In R. Plomin, & G. E. McClearn (Eds.), Nature, nurture and psychology (pp. 163-194). Washington, DC: American Psychological Association.

    Google Scholar 

  • Denckla, M. B. (1972). Clinical syndromes in learning disabilities: the case for splitting versus lumping. Journal of Learning Disabilities, 5, 401-406.

    Google Scholar 

  • Denckla, M. B. (1977). The neurological basis of reading disability. In F. G. Roswell, & G. Natchez (Eds.), Reading disability: A human approach to learning. New York, NY: Basic Books.

    Google Scholar 

  • Deshler, D. D., & Lenz, B. K. (1989). The strategies instructional approach. International Journal of Disability, Development and Education, 36, 203-224.

    Google Scholar 

  • Doehring, D. G. (1968). Patterns of impairment in specific reading disability. Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Doris, J. (1986). Learning disabilities. In S. J. Ceci (Ed.), Handbook of cognitive, social, and neuropsychological aspects of learning disabilities (Vol. I, pp. 3-53). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Finucci, J. M., Guthrie, J. T., Childs, A. L., Abbey, H., & Childs, B. (1976). The genetics of specific reading disability. Annals of Human Genetics, 40, 1-20.

    PubMed  Google Scholar 

  • Fletcher, M., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comorbidity of learning and attention disorders: Separate but equal. Pediatric Clinics of North America, 46, 885-897.

    PubMed  Google Scholar 

  • Flowers, D. L., Wood, F. B., & Nailer, C. E. (1991). A regional cerebral blood flow correlates of language processes in reading disability. Archives of Neurology, 48, 637-643.

    PubMed  Google Scholar 

  • Foorman, B. R. (1995). Research on the great debate: Code-oriented versus whole-language approaches to reading instruction. School Psychology Review, 24, 376-392.

    Google Scholar 

  • Fritch, D., Friston, K. J., Liddle, P. F., & Frackowiak, R. S. J. (1991). A PET study of word finding. Neuropsychologia, 29, 1137-1148.

    Google Scholar 

  • Gardner, R. A. (1973). MBD: The family book about minimal brain dysfunction. New York: Jason Aronson.

    Google Scholar 

  • Geary, D. C. (2003). Learning disabilities and arithmetic: Problem solving differences and cognitive deficits. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities. New York, NY: Guilford.

    Google Scholar 

  • Geschwind, N., & Behan, P. (1982). Left handedness: Association with immune disease migraine and developmental learning disorder. Proceedings of the National Academy of Sciences, United States of America, 79, 5097-5100.

    Google Scholar 

  • Gilger, J. W., Vorecki, I. B., DeFries, J. C., & Pennington, B. F. (1994). Commingling and segregation analysis of reading performance in families of normal reading problems. Behavior Genetics, 24, 345-355.

    PubMed  Google Scholar 

  • Gilmore, J. V., & Gilmore, E. C. (1968). Gilmore oral reading test. New York: Harcourt, Brace.

    Google Scholar 

  • Goldstein, S. (1997). Managing attention and learning disorders in late adolescence and adulthood. New York, NY: Wiley.

    Google Scholar 

  • Goldstein, S., & Mather, N. (1998). Overcoming underachieving: An action guide to helping your child succeed in school. New York, NY: Wiley.

    Google Scholar 

  • Hallahan, D. P. (Ed.) (1980). Teaching exceptional children to use cognitive strategies. Exceptional Education Quarterly, 1, 1-102.

    Google Scholar 

  • Hammill, D. D., & Larsen, S. C. (1974). The effectiveness of psychologistic training. Exceptional Children, 41, 5-14.

    Google Scholar 

  • Hammill, D. D., & Larsen, S. C. (1996). Test of written language (3rd ed.) (TOWL-3). Austin, TX: PRO-ED.

    Google Scholar 

  • Harnadek, M. C. S., & Rourke, B. P. (1994). Principal identifying features of the syndrome of non-verbal learning disabilities in children. Journal of Learning Disabilities, 27, 144-154.

    PubMed  Google Scholar 

  • Hatcher, P. J., Hulme, C, & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41-57.

    Google Scholar 

  • Hermann, K. (1959). Reading disability, a medical study of word-blindness and related handicaps. Springfield, IL: Charles C. Thomas.

    Google Scholar 

  • Hertz-Pannier, L., Gaillard, W. D., Mott, S. H., Cuenod, C. A., Bookheimer, S. Y., Weinstein, S., et al. (1997). Non-invasive assessment of language dominance in children and adolescents with functional MRI: A preliminary study. Neurology, 48, 1003-1012.

    PubMed  Google Scholar 

  • Hooper, S. R., Willis, W. G., & Stone, B. H. (1996). Issues and approaches in the neuropsychological treatment of children with learning disabilities. In E. S. Batchelor, & R. S. Dean (Eds.), Pediatric neuropsychology: Interfacing assessment and treatment for rehabilitation (pp. 211-247). Boston: Allyn and Bacon.

    Google Scholar 

  • Huston, A. M. (1992). Understanding dyslexia: A practical approach for parents and teachers. Lanham, MD: Madison Books.

    Google Scholar 

  • Hutenlocher, P. (1991, September 26). Neural plasticity. Paper presented at the Brain Research Foundation Women’s Council, University of Chicago.

    Google Scholar 

  • Iverson, S., & Tunmer, W.E. (1993). Phonological processing skills and the Reading Recovery Program. Journal of Educational Psychology, 85, 112-126.

    Google Scholar 

  • Johnson, D., & Myklebust, H. (1967). Learning disabilities: Educational principles and practices. New York: Grune and Stratton.

    Google Scholar 

  • Joschko, M., & Rourke, B. P. (1985). Neuropsychological subtypes of learning-disabled children who exhibit the ACID pattern on the WISC. In B. P. Rourke (Ed.). Neuropsychology of learning disabilities: Essentials of subtype analysis (pp. 65-88). New York, NY: Guilford press.

    Google Scholar 

  • Joseph, J., Noble, K., & Eden, G. (2001). The neurobiological basis of reading. Journal of Learning Disabilities, 34, 566-579.

    PubMed  Google Scholar 

  • Kaufman, A. S. (1997). Intelligence testing with the WISC-III (4th Ed.), New York, NY: Wiley.

    Google Scholar 

  • Kavale, K.A., & Forness, S. R. (2003). Learning disability as a discipline. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities. New York, NY: Guilford.

    Google Scholar 

  • Kirk, S. A., & Kirk, W. D. (1971). Psycholinguistic learning disabilities: Diagnosis and remediation. Urbana, IL: University of Illinois Press.

    Google Scholar 

  • LaBuda, M. C., & DeFreis, J. C. (1990). Genetic etiology of reading disability: Evidence from a twin study. In G. Th. Pavlidis (Ed.), Perspectives on dyslexia, vol.1: neurology, neuropsychology and genetics (pp. 47-76). New York: John Wiley & Sons.

    Google Scholar 

  • Larsen, S. C. Parker, R. M., & Hammill, D. D. (1982). Effectiveness of psycholinguistic training: A response to Kavale. Exceptional Children, 49, 60-66.

    Google Scholar 

  • Learning Disabilities Association(1995, July/August). Thyroid function and learning disabilities: Is there a connection? Learning Disabilities Association Newsbriefs, 30(4), 17.

    Google Scholar 

  • Lerner, J. W. (1993). Learning disabilities: Theories diagnosis and teaching strategies (6th ed.). Boston: Houghton Mifflin.

    Google Scholar 

  • Liberman, I. Y., & Liberman, A. M. (1992). Whole language versus code emphasis: Underlying assumptions and their implications for reading instruction. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition. Hillsdale, NJ: Erlbaum Associates.

    Google Scholar 

  • Lindemood, C., & Lindemood, P. (1969). Auditory discrimination in depth. Boston: Teaching Resources.

    Google Scholar 

  • Lovitt, T. C. (1984). Tactics for teaching. Columbus, OH: Merrill.

    Google Scholar 

  • Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23(3), 263-283.

    Google Scholar 

  • Lyon, G. R. (1996). Learning disabilities. The Future of Children, 6(1), 54-76.

    PubMed  Google Scholar 

  • Lyon, G. R., & Moats, L. (1988). Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology, 56, 830-835.

    PubMed  Google Scholar 

  • MacMillan, D. L. (1993). Development of operational definitions in mental retardation: Similarities and differences with the field of learning disabilities. In G. R. Lyon, D. B. Gray, J. F. Kavanaugh, & N. A. Krasnegor (Eds.), Better understanding learning disabilities: New views from research and their implications for education and public policies (pp. 117-152). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Marston, D., & Tindal, G. (1995). Performance monitoring. In A. Thomas, & J. Grimes (Eds.), Best practices in school psychology-III (pp. 597-608). Washington, DC: The National Association of School Psychologists.

    Google Scholar 

  • Mather, N. (1991). An instructional guide to the Woodcock-Johnson psycho-educational battery-revised. Brandon, VT: Clinical Psychology Publishing Co, Inc.

    Google Scholar 

  • Mather, N., & Jaffe, L.E. (1992). Woodcock-Johnson psycho-educational battery-revised: Recommendations and reports. New York: John Wiley.

    Google Scholar 

  • Mattis, S., French, J., & Rapin, I. (1975). Dyslexia in children and young adults: Three independent neuropsychological syndromes. Developmental Medicine and Child Neurology, 17, 150-163.

    PubMed  Google Scholar 

  • Mercer, C. D. (1991). Students with learning disabilities (4th ed.). New York: Macmillan.

    Google Scholar 

  • Mercer, C. D., & Mercer, A. R. (1993). Teaching students with learning problems (4th ed.). New York: Maxwell Macmillan International.

    Google Scholar 

  • Merzenich, M. M., Jenkins, W. M., Johnston, P., Schreiner, C., Miller, S. L., & Tellal, P. (1996). Temporal processing deficits of language learning-impaired children ameliorated by training. Science, 271, 77-81.

    PubMed  Google Scholar 

  • Naglieri, J. A., & Das, J. P. (2002). Practical implications of general intelligence and PASS cognitive processes. In R. J. Sternberg, & E. L. Grigorenko (Eds.), The general factor of intelligence: How general is it? (pp. 855-884). New York, NY: Erlbaum.

    Google Scholar 

  • Olson, R. K., Wise, B., Conners, F., Rack, J., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22, 339-348.

    PubMed  Google Scholar 

  • Pauls, D. L. (1996, March). Genetic linkage studies. In G. R. Lyon (Chair), Critical discoveries in learning disabilities: A summary of findings by NIH research programs in learning disabilities. Workshop conducted at the Learning Disability Association International Conference, Dallas.

    Google Scholar 

  • Pennington, B. F. (1991). Diagnosing learning disorders: A neuropsychological framework. New York: Guilford.

    Google Scholar 

  • Pennington, B. F., Bender, B., Puck, M., Salbenblatt, J., & Robinson, A. (1982). Learning disabilities in children with sex chromosome anomalies. Child Development, 53, 1182-1192.

    PubMed  Google Scholar 

  • Pennington, B. F., Gilger, J. W., Pauls, D., Smith, S. A., Smith, S., & DeFries, J. C. (1991). Evidence for major gene transmission of developmental dyslexia. Journal of the American Medical Association, 266, 1527-1534.

    PubMed  Google Scholar 

  • Pennington, B. F., Smith, S. D., Kimberling, W. J., Greene, P. A., & Haith, M. M. (1987). Left handedness and immune disorders in familial dyslexics. Archives of Neurology, 44, 634-639.

    PubMed  Google Scholar 

  • Petrauskas, R., & Rourke, B. P. (1979). Identification of subgroups of retarded readers: A neuropsychological multivariate approach. Journal of Clinical Neuropsychology, 1, 17-37.

    Google Scholar 

  • Phillips, G. W. (1983). Learning the conversation concept: A meta-analysis (Doctoral dissertation, University of Kentucky). Dissertation Abstracts International, 44, 1990B.

    Google Scholar 

  • Poeppel, D. (1996). A critical review of PET studies of phonological processing. Brain and Language, 55, 317-351.

    PubMed  Google Scholar 

  • Pressley, M., & Rankin, J. (1994). More about whole language methods of reading instruction for students at risk for early reading failure. Learning Disabilities Research and Practice, 9(3), 157-168.

    Google Scholar 

  • Pugh, K. R., Shaywitz, B. A., Shaywitz, S. E., Constable, T. R., Skudlarski, P., Fullbright, R. K., et al. (1996). Cerebral organization of component processes in reading. Brain, 119, 1221-1238.

    Google Scholar 

  • Raskind, W. H. (2001). Current understanding of the genetic basis of reading and spelling disability. Learning Disability Quarterly, 24, 141-157.

    Google Scholar 

  • Rourke, B. P. (1985). Neuropsychology of learning disabilities: Essentials of subtype analysis. New York, NY: Guilford.

    Google Scholar 

  • Rourke, B. P. (1989). Nonverbal learning disabilities: The syndrome and the model. New York: Guilford Press.

    Google Scholar 

  • Rourke, B. P., Fisk, T. L., & Strang, J. D. (1986). The neuropsychological assessment of children: A treatment oriented approach. New York: Guilford Press.

    Google Scholar 

  • Rumsey, J. M., Horowitz, B., Donahue, B. C., Nace, K., Maisog, J. M., & Andreason, P. (1997). Phonologic and orthographic components of word recognition: A PET-rCBF study. Brain, 120, 739-759.

    PubMed  Google Scholar 

  • Satz, P. (1990). Developmental dyslexia: An etiological reformulation. In G. Th. Pavlidis (Ed.), Perspectives on dyslexia (Vol. 1, pp. 3-26). New York, John Wiley and Sons, Inc.

    Google Scholar 

  • Satz, P., & Morris, R. (1981). Learning disability subtypes: A review. In F. J. Priozzolo, & M. C. Wittrock (Eds.), Neuropsychological and cognitive processing in reading. New York, NY: Academic Press.

    Google Scholar 

  • Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.

    PubMed  Google Scholar 

  • Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, MD: York Press.

    Google Scholar 

  • Schumaker, J. B., Deshler, D. D., Alley, G. R., & Warner, M. M. (1983). Toward the development of an intervention model for learning disabled adolescents: The University of Kansas Institute. Exceptional Child Quarterly, 4, 45-74.

    Google Scholar 

  • Shapiro, H. R. (1992). Debatable issues underlying whole language philosophy: A speech pathologist’s perspective. Language, Speech, and Hearing Services in Schools, 23, 308-311.

    Google Scholar 

  • Shaywitz, S. E. (1996). Dyslexia. Scientific American, 275(5), 98-104.

    PubMed  Google Scholar 

  • Shaywitz, S. E. (1998). Current concepts: Dyslexia. New England Journal of Medicine, 338(5), 307-312.

    PubMed  Google Scholar 

  • Silver, A. A., & Hagin, R. A. (1990). Disorders of learning in childhood. New York, NY: Wiley.

    Google Scholar 

  • Smith, S. D., Kimberling, W. J., & Pennington, B. F (1991). Screening for multiple genes: Influencing dyslexia. Reading and Writing, 3, 285-298.

    Google Scholar 

  • Smith, S. D., Kimberling, W. J., Pennington, B. F., & Lubs, H. A. (1983). Specific reading disability: Identification of an inherited form through linkage analysis. Science, 219, 1345-1347.

    PubMed  Google Scholar 

  • Smith, S. D., Pennington, B. F., Kimberling, W. J., & Ing, P. S. (1990). Genetic linkage analysis with specific dyslexia: Use of multiple markers to include and exclude possible loci. In G. Th. Pavlidis (Ed.), Perspectives on Dyslexia, Volume 1: Neurology, Neuropsychology and Genetics. New York: John Wiley and Sons.

    Google Scholar 

  • Snowling, M., & Hulme, C. (1991). Speech processing and learning to spell. In W. Ellis (Ed.), All language and the creation of literacy. Baltimore, MD: Orton Dyslexia Society.

    Google Scholar 

  • Stanovich, K. E. (1993). The construct validity of discrepancy definitions of reading disability. In G. R. Lyson, D. B. Gray, J. F. Kavanaugh, & N. A. Krasnegor (Eds.), Better understanding learning disabilities: New views from research and their implications for education and public policies (pp. 273-307). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Stanovich, K. E. (1994). Constructivism in reading education. Implications of constructivism for students with disabilities and students at risk: Issues and directions. [Special Issue]. Journal of Special Education, 28, 259-274.

    Google Scholar 

  • Stanovich, K. E., & Siegel, L. S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.

    Google Scholar 

  • Stevenson, J., Graham, P., Fredman, G., & McLoughlin, V. (1987). A twin study of genetic influence on reading and spelling ability and disability. Journal of Child Psychology and Psychiatry, 28, 229-247.

    PubMed  Google Scholar 

  • Strauss, A., & Lehtinen, L. (1947). Psychopathology and education of the brain-injured child. New York: Grune and Stratton.

    Google Scholar 

  • Swanson, H. L. (1993). Working memory in learning disability subgroups. Journal of Experimental Child Psychology, 56, 87-114.

    Google Scholar 

  • Swanson, H. L., Harris, K. R., & Graham, S. (Eds.). (2003). Handbook of learning disabilities. New York, NY: Guilford.

    Google Scholar 

  • Swartz, G. A. (1974). The language-learning system. New York, NY: Simon & Schuster.

    Google Scholar 

  • Thomson, M. (1990). Developmental Dyslexia (3rd ed.). London: Whurr Publishers.

    Google Scholar 

  • Torgesen, J. K. (1991). Learning disabilities: Historical and conceptual issues. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 3-37). San Diego: Academic Press.

    Google Scholar 

  • Torgesen, J. K. (1993). Variations on theory in learning disabilities. In G. R. Lyon, D. B. Gray, J. F. Kavanaugh, & N. A. Krasnegor (Eds.), Better understanding learning disabilities: New views from research and their implications for education and public policies (pp. 153-170). Baltimore: Paul H. Brookes.

    Google Scholar 

  • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies in phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.

    Google Scholar 

  • Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Approaches to prevention and remediation of phonologically based reading disabilities. In B. A. Blachman (Ed.), Foundation as of reading acquisition and dyslexia: Implications for early intervention (pp. 287-304). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Travis, J. (1996). Let the games begin. Science News, 149, 104-106.

    Google Scholar 

  • Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60-80.

    Google Scholar 

  • U.S. Office of Education. (1977). Assistance to states for education of handicapped children. Procedures for evaluating specific learning disabilities. Federal Register, 42, G1082-G1085.

    Google Scholar 

  • Wagner, R. K., & Torgeson, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212.

    Google Scholar 

  • Watson, C. S., Kidd, G. R., Horner, D. G., Connell, P. E. J., Lowther, A., Eddins, D. A., et al. (2003). Sensory, cognitive and linguistic factors in the early academic performance of elementary school children: The Benton - I.U. project. Journal of Learning Disabilities, 36(2), 165-197.

    PubMed  Google Scholar 

  • White, O. R. (1986). Precision teaching - Precision learning. Exceptional Children, 52, 522-534.

    PubMed  Google Scholar 

  • Wiederholt, J. L., & Bryant, B. R. (1992). Gray Oral Reading Tests (3rd ed) (GORT-3). Austin, TX: PRO-ED.

    Google Scholar 

  • Wilkinson, G. S. (1993). Wide Range Achievement Test (3rd ed.) (WRAT-3). Wilmington, DE: Jastak Associates.

    Google Scholar 

  • Wong, B. Y. L. (1987). How did the results of medicognitive research impact on the learning disabled individual? Learning Disability Quarterly, 10, 189-195.

    Google Scholar 

  • Wong, B. Y. L., Wong, R., Darlington, D., & Jones, W. (1991). Interactive teaching: An effective way to teach revision skills to adolescents with learning disabilities. Learning Disabilities Research and Practice, 6(2), 117-127.

    Google Scholar 

  • Woodcock, R., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III tests of achievement. Itasca, IL: Riverside Publishing.

    Google Scholar 

  • Zerbin-Rudin, E. (1967). Congenital word-blindness. Bulletin of the Orton Society, 17, 47-55.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of School Psychology, George Mason University, 22030, Fairfax, Virginia, USA

    Sam Goldstein

  2. Neurology, Learning and Behavior Center, University of Utah, 84112-9057, Salt Lake City, Utah, USA

    Adam Schwebach

Authors
  1. Sam Goldstein
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Adam Schwebach
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Educational Psychology, Texas A&M University, College Station, TX, USA

    Cecil R Reynolds

  2. Private Practice, Cleveland, Ohio, USA

    Elaine Fletcher-Janzen

Rights and permissions

Reprints and permissions

Copyright information

© 2009 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Goldstein, S., Schwebach, A. (2009). Neuropsychological Basis of Learning Disabilities. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-78867-8_8

Download citation

Publish with us

Policies and ethics

Search

Navigation