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NASP Home NASP Publications School Psychology Review (SPR) Volume 10 Issue 3 (1981) Book Reviews
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Volume 10, Issue 3 (1981)

Book Reviews

pp. 399—404

Within the past several years school psychologists have been exposed to an ever increasing number of journal articles, tests, books and curriculum materials relative to a neuropsychological perspective on learning disorders. The factor underlying this increased interest in the neuropsychological basis of learning disorders is, of course, the assumption that most learning disabilities have some neurological origin. The validity of this assumption seems to be supported by a growing body of literature and school psychologists will need to be especially critical of new materials and procedures developed for use in the schools. In order for school psychologists to be critical of new materials they must first be knowledgeable in the area of child neuropsychology.

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