Spelling disability and asyntaxia in a case involving injury to the language formulation area of the brain.

Abstract

In his 1955 presidential address to the APA Division of Educational Psychology, Guy T. Buswell said: "The ultimate objective, of course, is not merely to relate [psychological] research to currently accepted educational theory, but rather, to do the kind of research [in educational psychology] that will help to formulate an educational theory that is valid" (1, p. 178).In order that learning theory in the field of educational psychology may itself be valid, however, it must be grounded in the neuroanatomy, physiology, and biochemistry of the organism that does the learning, i.e., the human being. To this end, Eames (2), has stressed the importance of association pathways in language disabilities, and Holmes (6) has worked out the relationships between the neurophysiology of the brain and the reading process. In the present paper, the writers intend to show that when, under certain circumstances, neuroanatomical evidence is combined with appropriate psychoeducational behavior, some areas of common ground may emerge.This being the objective, the reader is asked to consider first