ABSTRACT
Neurodevelopmental disorders are often first identified by a child failing to keep up with the requirements of schooling. Parallel streams of knowledge derived from psychoeducational testing and neuropsychology are merging into a better characterized river of understanding why a child may experience unexpected academic failure. Improved recognition of the causes of learning disorders in turn leads to better and earlier strategies for intervention and the recognition that certain forms of learning disorder are tied to certain genetic and developmental risk factors. Clinicians must prescribe specific interventions proven effective for specific disorders and avoid generic strategies that are ultimately ineffective.
