Abstract
The papers collected in this volume are arranged in three groups. The first section is concerned with our knowledge (and theories) of the causes of dyslexia. There follows a number of contributions on the differing methods employed in order to teach children to read. Finally, some case histories are presented as illustrative of the subjects considered in the earlier portions of the volume. The contributions which deal with the causes of dyslexia are an uneasy mixture of clinical empiricism and untethered theory. After a witty opening paper by Eisenberg on the social factors which influence dyslexia, we jump from studies of finger agnosia to such subjects as Reading as Operant Behavior. The material of the more clinical papers is already familiar to neurologists, and the theoretical portions will probably fail to carry conviction. However, the section of the book on teaching methods will have some value for purposes of reference.
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