As the authors of this month’s Topical Review point out, interest in explaining specific learning problems in children by reference to underlying neurological deficits has a very long history in our field. Certainly one of the oldest neurological hypotheses is that abnormalities in the way the brain is lateralized for language are the cause of reading disabilities in many chidlren. In this Topical Review, the authors consider recent research on brain lateralization in learning disabled children that has used three different experimental paradigms. These studies have advanced our knowledge about the kinds of factors that can affect performance on the tasks that measure lateralizaton, but they do not produce a conclusive picture of abnormal lateralization in LD children. The authors conclude with an important statement about the limitations of our knowledge in this area as it applies to remedial procedures—JKT
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