"This book will be indispensable in providing a broad understanding of the field for researchers specialising in specific disorders and the sections on the application of research findings to treatment interventions will be of particular interest to clinicians. The book is accessible and well written and is likely to be a key text on undergraduate and postgraduate courses." Child and Adolescent Mental Health, 2012 "This is a must-have book for anyone interested in learning disabilities. Hulme and Snowling are two of the world's experts in this rapidly developing field and their command of their topic is awe-inspiring. They have produced a beautifully written, amply illustrated, and wonderfully accessible introduction to the emerging science of atypical development." - Dr Bruce F. Pennington , Department of Psychology, University of Denver "No student of cognitive development and cognitive disorders can do without this book. It is a milestone in steady progress of evidence-based knowledge that is ripe for transfer to the school and to the clinic.

" - Uta Frith , Emeritus Professor of Cognitive Development, UCL Institute of Cognitive Neuroscience "A scholarly and well-organized account of the field. The book is authoritative because the authors themselves have conducted major research projects on all of the conditions featured in the text." - Dorothy Bishop , Professor of Developmental Neuropsychology, Department of Experimental Psychology, University of Oxford "An outstandingly good book. The authors are obviously masters of the science. The book argues persuasively for the need to take a developmental perspective." - Professor Sir Michael Rutter , Institute of Psychiatry, London "In this outstanding book, the authors cover the full range of developmental disorders associated with language and cognition. They make a compelling case for the need to ground theories of atypical development in deep understanding of typical development. The presentation is at once sophisticated yet very accessible.

" - Professor Robert Kail , Department of Psychological Sciences, Purdue University.