This well-written book is indeed a pleasure to read and perhaps we may begin this review by defining at the outset what the author means when she talks about "learning disabilities" (LD). Dr. Koppitz defines LD thus: "... school achievement more than one year below his mental age and he cannot get along or profit from attendance in a regular public school class despite normal intellectual potential." The use of the male prefix is surely no casual accident, for LD in this series was six times more common in boys than girls.
One of the appealing features of the book is that it focuses on the children who happen to have learning disorders rather than on the disorders themselves. In the present state of the art, we still have much to learn from these children, rather than arbitrarily to impose our own theoretical concepts upon them. Dr. Koppitz dispels the naive