Building upon earlier attempts at validating empirically reliable subtypes of learning-disabled children, this volume reports on recent investigations designed to designate the content, concurrent, predictive, construct, and clinical validity of various subtyping efforts. Included are cross-sectional and longitudinal studies as well as test cases involving children, adolescents, and adults. This companion volume to Neuropsychology of Learning Disabilities is essential reading for all clinical and research psychiatrists and psychologists who work with learning-disabled youngsters.

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