Learning Disabilities and Brain Function

1. Front Matter

   Pages i-xxv

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2. Neurology and Behavior: Background and Assessment

   • William H. Gaddes, Dorothy Edgell

   Pages 1-44

3. The Nervous System and Learning

   • William H. Gaddes, Dorothy Edgell

   Pages 45-99

4. Using Neuropsychological Knowledge in Understanding Learning Disorders

   • William H. Gaddes, Dorothy Edgell

   Pages 100-149

5. Perceptual Disorders

   • William H. Gaddes, Dorothy Edgell

   Pages 150-176

6. Sensory and Motor Pathways and Learning

   • William H. Gaddes, Dorothy Edgell

   Pages 177-209

7. Hemispheric Specialization, Handedness, and Laterality

   • William H. Gaddes, Dorothy Edgell

   Pages 210-252

8. Attention Deficit Disorder

   • William H. Gaddes, Dorothy Edgell

   Pages 253-303

9. Language Development, Aphasia, and Dyslexia

   • William H. Gaddes, Dorothy Edgell

   Pages 304-389

10. The Neuropsychological Basis of Problems in Writing, Spelling, and Arithmetic

    • William H. Gaddes, Dorothy Edgell

    Pages 390-432

11. Remediation, Therapy, and the Learning Disabled Child

    • William H. Gaddes, Dorothy Edgell

    Pages 433-472

12. Postscript

    • William H. Gaddes, Dorothy Edgell

    Pages 473-483

13. Back Matter

    Pages 484-594

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The present edition of this book is a revision and expansion of the first two editions which appeared in 1980 and 1985, and in German translation in 1991. More than half of the present volume includes new material, and what has been retained from the former editions has been largely rewritten and updated with new research findings. A completely new chapter has been added on "Attention Deficit Disorder. " The author of the earlier editions (W.H.G.) has been joined by a coauthor (D.E.), and their combined elementary, high school, and university teaching and clinical experience totals approximately seventy-five years. Both of us have directed our professional en­ ergies to understanding the puzzle of human learning, especially academic learning, of those students who, despite apparently nor­ mal intelligence and opportunity, have varying degrees of difficulty in acquiring ideas and skills that are easily mastered by others. Until about fifty years ago there was a common tendency to equate academic success with intelligence, and those students who could not meet the demands of the prescribed program were usually required to repeat the same grade with a repetition of the same discouraging treatment that had been unsuccessful the first time.

• Brain
• Function
• Hirnschaden
• Nervous System
• Neurology
• Neuropsychologie
• learning

• Department of Psychology, University of Victoria, Victoria, Canada

  William H. Gaddes, Dorothy Edgell

• Queen Alexandra Centre for Children’s Health, Victoria, Canada

  Dorothy Edgell

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