To help educators understand the cognitive and behavioral sequelae of cerebral injury, the neuropathology of traumatic brain injury and the main neuropathological features resulting from trauma-related brain damage are reviewed. A glossary with definitions of 37 neurological terms is appended. (Author/DB)

Sixty-two learning disabled children (6 to 19 years old) were subgrouped according to etiology--neurocognitively impaired and neurocognitively intact. The two groups were found to be intellectually different from one another, as the impaired scored much lower on a general intelligence test than the intact. (Author/SB)

Among conclusions of this review of findings regarding contemporary neuropsychology and cerebral hemisphere specialization as related to learning disabilities are: (1) differential specialization occurs very early; (2) anomalous hemispheric specialization is not necessarily associated with cognitive deficit; and (3) left- and right-hemisphere…

Fundamental assumptions concerning the cause of learning disabilities are described and criticized. At a broader level, research and theory in three different paradigms are discussed: (1) neuropsychological; (2) information processing; and (3) applied behavior analysis. Four recommendations for future progress in the conceptualization and…

The author, searching for possible neurological anomalies behind a learning disability, focuses on the theory that faulty lateralization is implicated in reading difficulties. (Author)

Morphometric analysis of magnetic resonance imaging scans revealed that, compared to nondisabled controls, the seven children with attention deficit hyperactivity disorder had a smaller corpus callosum. Results suggest that subtle differences may exist in the brains of these children and that deviations in normal corticogenesis may underlie the…

In contrast to the hypothesis that dyslexics possess phonological deficits of neurological origin, the paper proposes that the source of the deficit is primarily experiential. Evidence from normal reading and spelling development as well as from comparisons of dyslexic and nondyslexic readers is offered. (Author/DB)

A constitutional genetic neurochemical dysfunction is posited as the basis of a large number of learning disabilities. (Author/GW)

Theory and research on the relation of lateral dominance to the causation of reading disability are reviewed. Both direct and indirect measures of cerebral hemisphere functioning are considered. (SBH)

The article addresses the neuroimaging, electrophysiological, and postmortem evidence concerning the neurological basis of dyslexia and concludes that inconsistent findings may be related to limitations of investigative technologies. Correlates of reading ability and disability are discussed in a developmental-neuropsychological context.…