ABSTRACT
Neuropsychology and school psychology are both increasingly turning their attention from an exclusive focus on assessment to a broader focus on assessment–treatment links and treatment. The purpose of this chapter is therefore to examine assessment–treatment links and treatment issues for reading and writing acquisition from a developmental neuropsychological perspective, which is relevant both to basic research on learning and development and to practice in clinic and school settings. In this chapter, we generally use treatment, which is the term found in the medical literature, to include intervention, which is the term found in the psychological and educational literature. However, treatment is a broad concept that can include medical, psychological, and educational interventions. Our focus is mainly on treatment that involves instructional interventions.
