Neuropsychological Foundations of Learning Disabilities: A Handbook of Issues, Methods, and Practice / Edition 1

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This book offers a comprehensive overview of advances made in the field of learning disabilities, in the service of diagnosis and remediation. The work includes genetic, electrophysiological, and brain imaging studies, and presents data on cognitive functions, laterality mechanisms, neuropsychological assessment, and subtyping of learning disabilities.

Key Features
• Presents impressive data on memory functions, laterality mechanisms, and subtyping of learning disabilities
• Represents an important milestone in our understanding of the contribution of neurobiology to learning disabilities
• Provides a thorough discussion of specific neuropsychological syndromes, in such areas as mathematics, reading, and speech and language

Audience: Researchers, practitioners, and students in neuropsychology, educational psychology, and special education whose work concerns learning disorders.

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Product Details

  • ISBN-13: 9780125240390
  • Publisher: Elsevier Science
  • Publication date: 10/29/1996
  • Edition description: REPRINT
  • Edition number: 1
  • Pages: 848
  • Product dimensions: 5.86 (w) x 8.92 (h) x 1.51 (d)

Table of Contents

Foundations and Theoretical Issues in the Neuropsychology of Learning Disabilities:
D.D. Duane, Biological Foundations of Learning Disabilities.
J.C. Defries and J.J. Gillis, Etiology of Reading Deficits in Learning Disabilities: Quantitative Genetic Analyses.
H.A. Lubs, M. Rabin, K. Carland-Saucier, X.L. Wen, K. Gross-Glenn, R. Duara, B. Levin, and M.L. Lubs, Genetic Bases of Development Dyslexia: Molecular Studies.
S.R. Morrison and L.S. Siegel, Learning Disabilities: A Critical Review of Definitional and Assessment Issues.
P. Satz, The Dejerine Hypothesis: Implications for an Etiological Reformation of Developmental Dyslexia.
N. Nieves, Childhood Psychopathology and Learning Disabilities: Neuropsychological Relationships.
C.J. Brainerd and V. Reyna, Acquisition and Forgetting Processes in Normal and Learning Disabled Children: A Disintegration/Reintegration Theory.
J.E. Obrzut, Hemispheric Activation and Arousal Asymmetry in Learning-Disabled Children.
C.H. Chase and P. Tallal, Cognitive Models of Developmental Reading Disorders.
H.L. Swanson, Learning Disabilities, Distinctive Encoding and Hemispheric Resources: An Information Processing Perspective.
Methodologies and Assessment Techniques in the Diagnosis of Learning Disabilities:
C.P. Heath and J.C. Kush, Use of Discrepancy Formulas in Assessment of Learning Disabilities.
E.S. Batchelor, Jr., and R.S. Dean, Neuropsychological Assessment of Learning Disabilities in Children.
J.P. O'Donnell, Neuropsychological Assessment of Learning Disabled Adolescents and Young Adults.
R.F. Newby and G.R. Lyon, Neuropsychological Subtypes of Learning Disabilities.
R.H. Felton and I.S. Brown, Neuropsychological Prediction of Reading Disabilities.
M.P. Bryden and R. Steenhuis, The Assessment of Handedness in Children.
M.R. Harter, Event-Related Potential Indices: Learning Disabilities and Visual Processing.
G.W. Hynd, M. Semrud-Clikeman, and H. Lyytinen, Brain Imaging in Learning Disabilities.
Neuropsychological Syndromes and Practice in Learning Disabilities:
P.G. Aaron and J.E. Simurdak, Reading Disorders: Their Nature and Diagnosis.
C.E. Keller and J.P. Sutton, Specific Mathematics Disorders.
R.E. Stark, J.W. Montgomery, and J. Windsor, Specific Speech and Language Disorders.
M. Semrud-Clikeman and G.W. Hynd, Specific Nonverbal and Social Skills Deficits in Children with Learning Disabilities.
B.W. Wise and R.K. Olson, Remediating Reading Disabilities.
C.S. Bos and A.K. Van Reusen, Academic Interventions with Learning-Disabled Students: A Cognitive/Metacognitive Approach.
L. Lewandowski, Neuropsychological Assessment: Case Studies.
J. Kershner, Neuropsychological Perspectives in Special Education.
M. Hiscock and C.K. Hiscock, On the Relevance of Neuropsychological Data to Learning Disabilities.
Author Index.
Subject Index.

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