Scholastic Achievement After Early Brain Lesions

Abstract

Data are summarized for three areas of scholastic achievement in children with lateralized brain lesions: reading; written language including spelling; and mathematics. In general, reading disorders appear to be more common following left than right hemisphere lesions, although the incidence varies widely. Written language deficits are the most common and persistent higher cognitive sequelae noted, yet very little systematic study characterizing these deficits has been undertaken. Spelling deficits have been described particularly following left, but also right brain lesions, although data relating type of spelling deficit to lesion laterality is equivocal. Although several groups of investigators have commented upon mathematics ability in their brain lesioned children, few generalizations emerge from these reports and it appears that no one has described the nature of the mathematical deficits presented. The scant data reported are related, where possible, to lesion laterality, site of lesion within a hemisphere, and age of lesion onset.