Attempts to solve the mysteries of neurocognitive developmental disorders have increasingly concentrated on brain-related research. In addition to a substantial growth in functional brain imaging studies, behavioral genetic and psychophysical studies have uncovered a variety of brain-related differences between children with a developmental disorder, such as dyslexia and typical age-mates. This compendium of articles contains five papers summarizing essential blocks of actual results of research and theoretical conceptions required to understand the multi-level influences that explain the emergence of developmental dyslexia as an exampled case of developmental disorders. The selection intentionally covers different, even conflicting views in order to motivate discussion.
Volume 20, Number 2, 2001. Contents: H. Lyytinen, Neurocognitive Developmental Disorders--A Real Challenge for Developmental Neuropsychology: Introduction to the Special Issue on the Neuropsychology of Developmental Dyslexia. J.W. Gilger, B.J. Kaplan, Atypical Brain Development: A Conceptual Framework for Understanding Developmental Learning Disabilities. J. Gayán, R.K. Olson, Genetic and Environmental Influences on Orthographic and Phonological Skills in Children With Reading Disabilities. J. Stein, The Sensory Basis of Reading Problems. H. Lytinnen, T. Ahonen, K. Eklund, T.K. Guttorn, M-L. Laakso, S. Leinonen, P.H.T. Leppänen, P. Lytinnen, A-M. Poikkeus, A. Puolakanaho, U. Richardson, H. Viholainen, Developmental Pathways of Children With and Without Familial Risk for Dyslexia During the First Years of Life. U. Frith, What Framework Should We Use for Understanding Developmental Disorders?