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The Neuropsychology of Everyday Life: Issues in Development and Rehabilitation pp 45–92Cite as

The Neuropsychological Determinants of Functional Reading, Writing, and Arithmetic

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Part of the book series: Foundations of Neuropsychology ((FNPS,volume 3))

Abstract

The neuropsychological aspects of reading, writing, and mathematical disorders have received considerable attention from the beginning of the modern study of brain-behavior relationships. Both Broca’s and Wernicke’s first papers discussed aspects of at least one of these disorders when they analyzed their aphasic patients. With subsequent study, the broad outlines of the neuro-anatomical basis of disorders in these skills have become well understood. More recently, unusual cases have been thoroughly assessed and critical substrates for specific components of reading, writing, and arithmetic are being identified. This information has fleshed out the skeletal understanding of the association between brain damage and disruption of these important skills. Additionally, advances in the neuropsychological study of children have provided insight into the impact of early brain dysfunction on limited acquisition of reading, writing, and mathematical skills. From the combined advances in the study of acquired deficiencies and developmental dysfunctions, a new awareness of how the brain supports the functional activities of these important skills has begun to emerge.

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Authors
  1. Richard Gallagher
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  2. Ursula Kirk
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Editor information

Editors and Affiliations

  1. New Medico Rehabilitation and Skilled, Nursing Center of Troy, Troy, New York, USA

    David E. Tupper (Director of Clinical Services, Clinical Assistant Professor) (Director of Clinical Services, Clinical Assistant Professor)

  2. Department of Psychiatry, Albany Medical College, Albany, New York, USA

    David E. Tupper (Director of Clinical Services, Clinical Assistant Professor) (Director of Clinical Services, Clinical Assistant Professor)

  3. The Center for Head Injuries, Johnson Rehabilitation Institute, Edison, New Jersey, USA

    Keith D. Cicerone (Clinical Director) (Clinical Director)

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© 1991 Kluwer Academic Publishers

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Gallagher, R., Kirk, U. (1991). The Neuropsychological Determinants of Functional Reading, Writing, and Arithmetic. In: Tupper, D.E., Cicerone, K.D. (eds) The Neuropsychology of Everyday Life: Issues in Development and Rehabilitation. Foundations of Neuropsychology, vol 3. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-1511-7_3

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  • DOI: https://doi.org/10.1007/978-1-4613-1511-7_3

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4612-8812-1

  • Online ISBN: 978-1-4613-1511-7

  • eBook Packages: Springer Book Archive

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