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Neurology of Childhood Learning Disorders.

LAWRENCE T. TAFT, MD
Am J Dis Child. 1974;127(2):297-298. doi:10.1001/archpedi.1974.02110210147029.
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ABSTRACT

The primary purpose of this paperback book is to offer an overview of the common problems of learning disabilities for those physicians concerned with child care. When we consider that 10% to 15% of school-age children have problems competing with their peers in academic endeavors, one can easily realize that the prevalence of a learning disorder makes it impossible for every child's condition to be diagnosed and managed by a pediatric neurologist.

Semantically, diagnostically, and therapeutically, the field of learning disorders is hampered by empiricism, doctrinaire treatments, and interdisciplinary competition. The author attempts to make order out of chaos so that the reader can approach the complexities of learning disorders in a way that is systematic and practical. Success in this endeavor cannot be judged solely by the reviewer and depends on the experience and discipline of the reader. For example, the reviewer objects to the classification of learning disorders

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