ABSTRACT
Since the early 1940s there has been expansive growth in speculation, theorizing, and research on learning disabilities (LD) and attention deficit disorders (ADD) in the general population (Gerber, 1993; Shaywitz, Fletcher, & Shaywitz, 1994).1 Remarkable progress has been made in the
development of diagnostic procedures and in understanding the cognitive and neural mechanisms of certain forms of LD and ADD. The field today is burgeoning vvith commitment, professional interaction, and interdisciplinary research activity due to widespread recognition of the high incidence of these conditions among children and adults (Algozzinc & Ysscldyke, 1986; Shaywitz ct a!., 1994), the significant impact that they have on academic achievement, self-esteem, and career success over the lifespan (Hersh, Stone, & Ford, 1996), and the imminent development of advanced remediation and evaluation technology (Eden, VanMeter, Rumsey, Maisog, Woods, & Zeffiro, 1996; Merzenich, Jenkins, Johnston, Schreiner, Miller, & Tallal, 1996; Tallal eta!., 1996).
