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Learning Disabilities

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Abstract

Learning disability (LD) refers to a condition in which a child fails to develop adequate academic skills, such as reading, writing, or calculation. LDs involve inadequate development of academic skills, rather than representing a loss of previously acquired function, although brain lesions may certainly result in cognitive deficits that affect reading, writing, and calculation (for a review, see Heilman and Valenstein) [1]. Most research on LDs has involved children, who are the focus of this chapter. For a review of LDs in adults, the interested reader is referred to Mapou [2]. In this chapter, we will first present a conceptual overview of LDs and types of LDs. Second, we will offer recommendations on how to effectively triage children who present with academic skill deficits. Third, we will cover some of the fundamental mechanisms involved in LDs that have been identified in neuropsychological and imaging studies. We will conclude by mentioning some recent interventions that appear promising for remediating academic skill deficits among children with LDs.

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Acknowledgments

The authors would like to thank Penelope Zeifert, Ph.D., and Peter Karzmark, Ph.D., ABPP-CN, at Stanford University Medical Center for their comments and suggestions.

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  1. Stanford University Medical Center, Stanford, CA, 94305, USA

    Gayle K. Deutsch

  2. Houston Neuropsychology Group, PLLC, Houston, TX, USA

    Robert N. Davis

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Correspondence to Gayle K. Deutsch .

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  1. Division of Oncology, Children's Hospital of Philadelphia, Market Street 3535, Philadelphia, 19104, USA

    Carol L. Armstrong

  2. Western Psychiatric Institute and Clinic, 3811 O'Hara Street, Pittsburgh, 15213, USA

    Lisa Morrow

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Deutsch, G.K., Davis, R.N. (2010). Learning Disabilities. In: Armstrong, C., Morrow, L. (eds) Handbook of Medical Neuropsychology. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-1364-7_13

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