Abstract
The term model is defined by Kuhn (1970) as “the entire constellation of beliefs, values, techniques, and so on shared by the members of a given community. . . . It denotes one sort of element in that constellation, the concrete puzzle-solutions which . . . can replace explicit rules as a basis for the solution of the remaining puzzles of normal science” (p. 175). Furthermore, a paradigm or a model “need not, and in fact never does, explain all the facts with which it can be confronted” (p. 18). Based on these premises, the present chapter examines several neuropsychological models of learning disabilities and assesses their contribution to the remediation of learning-disabled children. In particular, the emphasis is on neuropsychological models as problem-solving approaches that may explain specific reading disabilities in children. These individuals or children with developmental dyslexia are those with severe difficulties with reading conceptualized as an internalized form of language.
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Leong, C.K. (1989). Neuropsychological Models of Learning Disabilities. In: Reynolds, C.R., Fletcher-Janzen, E. (eds) Handbook of Clinical Child Neuropsychology. Critical Issues in Neuropsychology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4899-6807-4_18
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