Main description:

It was during a pleasant and warm (both literally and figuratively) two- week period in October, 1991 that a number of researchers, scholars and c1inicians from diverse lands gathered at the beautiful Chateau de Bonas, near Toulouse, France to discuss psychological, neuropsychological and neurolinguistic aspects of reading and writing disorders. The occasion for the serious disputations of theories, research findings and c1inical appli- cations was the Advanced Study Institute (ASI) under the auspices of the Scientific Affairs Division of the North Atlantic Treaty Organization (NATO). There was much sharing of mutual experiences, and considerable debate on some issues. There were also friendly exchanges, 'international' ping-pong, tennis matches, and bicyc1e races, and even some convivial- ity akin to that of a c1ass reunion with members telling their stories of yesterday and visions of tomorrow. All these serious scientific disputations and the friendly exchanges would not have been possible without the major assistance from NATO and other institutions and individuals. We wish to express our deep appre- ciation to Dr. L. v. da Cunha ofNATO Scientific Affairs Division, Dr.
Tilo Kester and Mrs. Barbara Kester of the International Transfer of Science and Technology (ITST) for their active support and substantial assistance throughout the Advanced Study Institute; Mr. Charles Stockman and his staff of the Chateau de Bonas for looking after our stay there; Christi Martin and Xi-Wu Feng of Oklahoma State University, and the University of Saskatchewan generally for facilitating our work.

Contents:

Preface. Part 1: Neuropsychological Substrates. Brain Morphology and Neurolinguistic Relationships in Developmental Dyslexia; G.W. Hynd. The Willing Brain of Dyslexic Children; D.J. Bakker. Differences in Components of Word Recognition between P and L-Type Reading Disability; R. Licht, J. van Onna. Speed of Visual Information Processing in Developmental Dyslexia; F.J. Martos. Neuropsychological Profiles of Persistent Reading Disability and Reading Improvement; D.L. Flowers. Influence of Literacy (vs Illiteracy) on the Characteristics of Acquired Aphasia in Adults; A. Castro-Caldas, J.M. Ferro, M. Guerreiro, G. Mariano, L. Farrajota. Part 2: Case Studies. Semantic Errors and Free Word Associations: Some Remarks on Lexical Search Activity in Stabilized Aphasia; P. van Vugt, P. Paquier, P. Bal, W. Creten, J.-J. Martin. Apropos Imageability; H. Kremin. Lexical Agraphia in a Young Man with Multifocal Brain Injuries: a Danish Case Study; P. Kihl. Classification of Normal Reading Error Types; R.C. Kaufman, L.K. Obler. Landau--Kleffner Syndrome: a Neuronal Maturation Deficit? A. Martins da Silva, B. Nunes. Part 3: Computational and Linguistic Approaches. Connectionism and the New Alexia; P.T. Quinlan. A Computational Approach to Dyslexic Reading and Spelling; G.D.A. Brown, R.P.W. Loosemore. Morphology in Skilled Word Recognition; R.J. Jarvella. Processing of English Morphological Structure by Poor Readers; C.K. Leong, M.E. Parkinson. Individual Differences in Similarity Judgements; P.A. Luelsdorff, S.V. Chesnokov. Author Index.