Author Description

The percentage of school-age children in this country who have been labeled as having a learning disability is on the rise and may soon reach twenty percent. But what is a genuine learning disability and how does it differ from garden-variety poor learning? How can we more accurately assess children's abilities, and then teach to learning strengths instead of to weaknesses? From the biological bases of dyslexia and other disabilities, to the tests that do and do not accurately assess learning abilities, to the social and educational pressures that contribute to misdiagnois in this country, the authors outline the issues that concern both parents and teachers, to help children with all manner of learning problems.