This paper reviews literature supporting the notion that learning disabilities are presumed to be a result of central nervous system dysfunction. It focuses on the postmortem and neuroimaging studies that provide evidence of a neurological conceptualization of learning disabilities. (Author/JDD)

The exploratory study examined patterns of regional cerebral blood flow in a surface and a deep dyslexic during reading. Significant differences in gray matter blood flow were found between subjects and normal controls. Also differences existed between the surface and deep dyslexic in the distribution of cortical perfusion. (Author/DB)

Morphometric analysis of magnetic resonance imaging scans revealed that, compared to nondisabled controls, the seven children with attention deficit hyperactivity disorder had a smaller corpus callosum. Results suggest that subtle differences may exist in the brains of these children and that deviations in normal corticogenesis may underlie the…

Reviews computer tomography and magnetic resonance imaging studies examining deviations in brain morphology. Discusses methodological and technical issues. Concludes that dyslexics show variations in specific brain regions. Suggests that neuroimaging procedures appear to provide direct evidence supporting the importance of deviations in normal…

Research findings from autopsy studies, neuroimaging, functional imaging, and electrophysiological measures specific to dyslexia have provided a better understanding of the reading process, particularly as it applies to individuals with dyslexia. Evidence from these studies pertaining to the neurological origins of dyslexia is reviewed, and…

The article addresses the neuroimaging, electrophysiological, and postmortem evidence concerning the neurological basis of dyslexia and concludes that inconsistent findings may be related to limitations of investigative technologies. Correlates of reading ability and disability are discussed in a developmental-neuropsychological context.…

Results of a survey of directors of school psychology programs support the notion that training in neuropsychological screening and assessment techniques is appropriate in the preparation of specialists in the area of school psychology. (Author)