Fletcher Jack M
Department of Psychology, University of Houston, TMC Annex, 2151 West Holcombe Boulevard, 222 TMC Annex, Houston, Texas 77204-5053, USA.
J Int Neuropsychol Soc. 2009 Jul;15(4):501-8. doi: 10.1017/S1355617709090900.
In the past 25 years, scientific understanding of dyslexia and other learning disabilities has seen rapid progress in domains involving definition and classification, neuropsychological correlates, neurobiological factors, and intervention. I discuss this progress, emphasizing the central organizing influence of research and theory on basic academic skills on identification and sampling issues. I also emphasize how neuropsychological approaches to dyslexia have evolved and the importance of an interdisciplinary perspective for understanding dyslexia.
在过去25年里，科学界对诵读困难及其他学习障碍的理解在涉及定义与分类、神经心理学关联、神经生物学因素及干预等领域取得了迅速进展。我将探讨这一进展，重点强调关于基本学术技能的研究和理论对识别及抽样问题的核心组织性影响。我还将强调针对诵读困难的神经心理学方法是如何演变的，以及跨学科视角对于理解诵读困难的重要性。
