ABSTRACT
The disabled-learner’s brain is poorly adapted to the type of learning in which he is disabled. Can we go beyond this circular statement? There are two principal ways of expanding the statement and making it interesting and potentially useful. One is to lend it additional depth. This entails discovering which parts of the brain are involved in learning, and particularly in the type of learning to which the chapters under review are devoted: learning to read and write. One would then determine in what way these brain areas are malfunctioning and develop indices of their level of functioning. Such measures could then be used to assess the efficacy of remedial and other therapeutic attempts, aimed at correcting the abnormality in brain.
