TY - JOUR
AU - Shaywitz, Sally E.
AB - Defining and Classifying Learning Disabilities and Attention-Deficit/Hyperactivity Disorder Bennett A. Shaywitz, MD; Jack M. Fletcher, PhD; Sally E. Shaywitz, MD Learning disabilities* and attention-deflcit/hyperactivity disorder ing reading and reading disability than for any o f the other types (ADHD) 1 represent the most common problems seen by child o f learning disability. neurologists, neuropsychologists, and developmental pediatri­ Conceptua l Mode l cians, comprising as many as 70% o f our ow n referrals. Despite Recent studies have provide d empiric data allowing a reexamina­ their prevalence, considerable confusion still exists over the dif­ tion of the conceptual framework for dyslexia, data that have ferentiation of learning disabilities on the one hand and ADHD implications not only for dyslexia, but for other learning disabili­ on the other. Much o f this confusion originates from the often ties as well. Until jus t recently, dyslexia had been thought to rep­ frequent clinical presentation of both disorders within the same resent a discrete entity. Support for this vie w was based, in part, unfortunate child, a phenomenon termed comorbidity. But a on a survey 6 showing a greater than expecte d number of children goo d deal o f the confusion results 
TI - Defining and Classifying Learning Disabilities and Attention-Deficit/Hyperactivity Disorder
JF - Journal of Child Neurology
DO - 10.1177/08830738950100S111
DA - 1995-01-01
UR - https://www.deepdyve.com/lp/sage/defining-and-classifying-learning-disabilities-and-attention-deficit-4HOb000mkR
SP - S50
EP - S57
VL - 10
IS - 1_suppl
DP - DeepDyve
ER -