ABSTRACT
Neuropsychology has a long tradition in the study of learning disability (LD), starting in the late 19th and early 20th century with the study of psychic-blindness and congenital word-blindness (as cited in Lange, 1988) and continuing in the modern era of neuroscience with the ideas of Geschwind (1965) regarding visual perception and naming speed (Denckla & Rudel, 1976) and Galaburda, Rosen, and Sherman’s (1989) discovery of a neuropathological substrate for learning problems. Such work encouraged others to explore the functional neuroanatomy of LD, including the detailing of corpus callosum and planum temporale abnormalities in dyslexia (e.g., Hynd, Hall, & Novey, 1995). Others pursued classification issues in relation to brain function lateralization (Obrzut, 1991), while still others extended the taxonomy of learning difficulties in new directions (Rourke, 1991; Weintraub & Mesulam, 1983) or explored the cognitive correlates of academic difficulties (Badian, 2001; Evans, Floyd, McGrew, & Laforgee, 2002; Wolf & Bowers, 1999).
