Perspectives on the Classification of Specific Developmental Disorders
Perspectives on the Classification of Specific Developmental Disorders is an up-to-date review of the controversy surrounding the classification of such disparate disorders as reading, spelling, writing, and language disorders. Severe and specific impairm
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NEUROPSYCHOLOGY AND COGNITION VOLUME 13 Series Editor: R. Malatesha Joshi, Oklahoma State University, U.S.A.
Advisory Board:
Alfonso Caramazza, The Johns Hopkins University, U.S.A. George Hynd, University of Georgia, U.S.A. C.K. Leong, University of Saskatchewan, Canada John Marshall, University of Oxford, U.K. Gabriele Miceli, Universitii Cattolica Del Sacro Cuore, Italy Loraine Obler, City University ofNew York, U.S.A. Sandra Witelson, McMaster University, Canada
The purpose of the Neuropsychology and Cognition series is to bring out volumes that promote understanding in topics relating brain and behavior. It is intended for use by both clinicians and research scientists in the fields of neuropsychology, cognitive psychology, psycholinguistics, speech and hearing, as well as education. Examples of topics to be covered in the series would relate to memory, language acquisition and breakdown, reading, attention, developing and aging brain. By addressing the theoretical, empirical, and applied aspects of brain-behavior relationships, this series will try to present the information in the fields of neuropsychology and cognition in a coherent manner.
The titles published in this series are listed at the end of this volume.
PERSPECTIVES ON THE CLASSIFICATION OF SPECIFIC DEVELOPMENTAL DISORDERS Edited by
JANRISPENS Utrecht University, the Netherlands
TOM A. VAN YPEREN Nlzw, Utrecht, the Netherlands
and
WILLIAM YULE University of London, U.K.
SPRINGER-SCIENCE+BUSINESS MEDIA, B.V.
A C.I.P. Catalogue record for this book is available from the Library of Congress.
ISBN 978-90-481-4961-2 DOI 10.1007/978-94-017-2581-1
ISBN 978-94-017-2581-1 (eBook)
Printed an acid-free paper
AII Rights Reserved
© 1998 Springer Science+Business Media Dordrecht Originally published by Kluwer Academic Publishers in 1998 No part of the material protected by this copyright notice may be reproduced ar utilized in any form or by any means, electronic or mechanical, incIuding photocopying, recording or by any information storage and retrieval system, without written permission from the copyright owner
LIST OF CONTRIBUTORS
H. AMOROSA, Heckscher Klinik Miinchen-Solln, Wolfratshauser Str. 350, Haus 5, D-8000 Miinchen 71, Germany. A. L. BARNETT, School of Education, University of Wales at Cardiff, 21 Senghennydd Road, Cardiff CF2 4YG, United Kingdom. D. V. M. BISHOP, MRC Applied Psychology Unit, 15, Chaucer Road, Cambridge, CB2 2EF, United Kingdom. G. P. VAN GALEN, Nijmegen Institute for Cognition and Information NICI, Nijmegen University, P.O. Box 9104, 6500 HE Nijmegen, The Netherlands. S. E. HENDERSON, Department of Psychology and Special Needs, Institute of Education, University of London, 25 Woburn Square, London, WCIH OAA, United Kingdom. K. HENNIGHAUSEN, Department of Child and Adolescent Psychiatry, Philipps-University Marburg, Hans-Sachs-Str. 6, D-35033 Marburg, Germany. A. F. KALVERBOER, Developmental and Experimental Clinical Psychology, University of Groningen, Grote Kruisstraat 2/1, 9712 TS Groningen, The Netherlands. B
