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Arithmetic Disabilities, Specific and Otherwise

A Neuropsychological Perspective

Byron P. Rourke, PhD, is professor of psychology and university professor at the University of Windsor. Past president of the International Neuropsychological Society and of the Division of Clinical Neuropsychology of the American Psychological Association, he is cofounder and coeditor of the Journal of Clinical and Experimental Neuropsychology and The Clinical Neuropsychologist. He serves on the editorial boards of a number of scientific and professional journals, including the Journal of Learning Disabilities. Address: Byron P. Rourke, Department of Psychology, University of Windsor, Windsor, Ontario, Canada N9B 3P4.

From a neuropsychological perspective, this article summarizes research that addresses some of the developmental interactions of disabilities in reading, spelling, and mechanical arithmetic. The focus is on two subtypes of children with learning disabilities who exhibit equally impaired levels of arithmetic achievement, but with vastly different patterns of neuropsychological assets and deficits. Qualitative as well as quantitative analyses lead to the conclusion that one of these patterns of neuropsychological assets and deficits (i.e., the nonverbal learning disabilities syndrome; NLD) leads—at the same time and in much the same manner—to specific patterns of impairment in mechanical arithmetic and in psychosocial functioning. The other pattern (Group R-S) is found to lead to particular patterns of academic deficits (including arithmetic), but not to any particular level or type of psychosocial dysfunction. The manifestations of the NLD profile in various types of neurological disease, disorder, and dysfunction are also explored.

Journal of Learning Disabilities, Vol. 26, No. 4, 214-226 (1993)
DOI: 10.1177/002221949302600402


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