Review
"This updated work has been eagerly awaited. Pennington provides a basic understanding of the most common learning disorders, complete with the latest genetic and neuroscientific knowledge and clear examples of clinical presentations. In the second edition, the review of unproven therapies is novel and will surely prove useful to clinicians, who are frequently asked by families about these treatments. This volume will become a classic for graduate students and practitioners in pediatric neuropsychology, child clinical psychology, and educational psychology." - Deborah Waber, Department of Psychiatry, Harvard Medical School, Children's Hospital Boston, USA
Review
"This book is recommended for all who are responsible for the diagnosis and management of children with learning problems..." --Archie A. Silver in "Hospital And Community Psychiatry"
"Thought provoking for researchers and very clinically useful for practitioners. DIAGNOSING LEARNING DISORDERS is a rare combination of the very latest research on the neuropsychology of learning disorders and down-to-earth advice for clinical practice.' --Geraldine Dawson, PhD, Director, Child Clinical Psychology Program, University of Washington
"Up-to-date and lucidly written....It has immediate relevance for psychologists, physicians, educators, and others with a strong interest in learning disorders. The book provides a usable model for conceptualizing breakdowns in the learning process. This model can contribute substantially to the diagnostic sophistication of us all.' --M. D. Levine, M.D., Director Clinical Center for the Study of Development and Learning University of North Carolina at Chapel Hill
"In this scholarly but easy to read book, Bruce Pennington presents a splendid integrating overview of a heterogeneous group of disorders that have in common some specific deficit in cognitive functioning or learning'. In innovative fashion, bridges are built between cognitive deficits and socio-emotional-behavioral impairment such as those evident in hyperactivity disorders or autism.....This lively and engaging book succeeds admirably in striking the right balance between creative speculation and the need for rigorous testing of hypotheses. Both are essential components of science, and Bruce Pennington has written a remarkable book that tells the story of scientific inquiry in the field of learning disorders in a way that is simultaneously intellectually challenging and clinically useful. It is warmly recommended to clinicians and researchers alike.' --Michael Rutter, M.D.
"Thought provoking for researchers and very clinically useful for practitioners. DIAGNOSING LEARNING DISORDERS is a rare combination of the very latest research on the neuropsychology of learning disorders and down-to-earth advice for clinical practice.' --Geraldine Dawson, PhD, Director, Child Clinical Psychology Program, University of Washington
"Up-to-date and lucidly written....It has immediate relevance for psychologists, physicians, educators, and others with a strong interest in learning disorders. The book provides a usable model for conceptualizing breakdowns in the learning process. This model can contribute substantially to the diagnostic sophistication of us all.' --M. D. Levine, M.D., Director Clinical Center for the Study of Development and Learning University of North Carolina at Chapel Hill
"In this scholarly but easy to read book, Bruce Pennington presents a splendid integrating overview of a heterogeneous group of disorders that have in common some specific deficit in cognitive functioning or learning'. In innovative fashion, bridges are built between cognitive deficits and socio-emotional-behavioral impairment such as those evident in hyperactivity disorders or autism.....This lively and engaging book succeeds admirably in striking the right balance between creative speculation and the need for rigorous testing of hypotheses. Both are essential components of science, and Bruce Pennington has written a remarkable book that tells the story of scientific inquiry in the field of learning disorders in a way that is simultaneously intellectually challenging and clinically useful. It is warmly recommended to clinicians and researchers alike.' --Michael Rutter, M.D.
Product Description
This timely volume presents a classification system of learning disorders in children, reviews the research supporting such a system, and provides a usable, practical guide for practitioners in different disciplines faced with the clinical problem
From the Back Cover
In this relatively new and rapidly evolving area of child clinical practice where professionals evaluate large numbers of children with learning problems, very little exists in the way of uniform standards or approaches, either within or across disciplines. This timely volume presents a classification system of learning disorders in children, reviews the research supporting such a system, and provides a usable, practical guide for practitioners in different disciplines faced with the clinical problem of diagnosing and treating learning disorders in children.
