Recent advances in neuroimaging and genetics technologies have enhanced our understanding of neurodevelopmental disorders in adults. The authors in this volume not only discuss such advances as they apply to adults with learning disorders, but also address their translation into clinical practice. One cluster of chapters addresses developmental concerns as children and adolescents with learning disorders approach young adulthood. Experts discuss dyslexia, language-based and writing disorders, perhaps the most widely studied group of learning disorders, from the point of view of neuroimaging and genetic underpinnings. Chapters on the neuroscience of nonverbal, math and executive function disorders are also included. Clinically-oriented chapters with case studies, recommendations for accommodation, and considerations for evaluation follow. Study of specialized populations--such as late high school students, college, medical and law students--further demonstrate how our expanded knowledge base may be applicable to clinical practice. The heterogeneity of adults with learning disorders, the complexity of their clinical presentation and co-existing disorders are addressed from both a scientific and clinical point of view demonstrating how empirical research and clinical practice inform each other. This volume will enhance the practice of clinicians and educators working with adults with neurodevelopmental disorders, as well as providing essential current information for researchers of adults with learning disorders. Following an introduction by A.F. Mirsky, this book is divided into four parts. Part 1, Development, contains the following: (1) Normal and LD Development of Academic Skills (J. Cohen Sherman); (2) Sex Differences in Brain Development & Learning Disability (K. Kniele, R. Gur); (3) The Concept of Atypical Brain Development as Applied to Developmental Learning Disorders (J.W. Gilger, B.J. Kaplan). Part 2, Neurobiology and Specific Learning Disorders, contains the following: (4) Developmental Dyslexia in Adults: Implications for Studies of Its Etiology (E.L. Grigorenko); (5) Reading Fluency in Adults (A. Daniels); (6) Structural and Functional Neuroimaging in Language Disorders: Specific Language Impairment and Autism Spectrum Disorders (H. Tager-Flusberg, K. Lindgren, M. Mody); (7) Syndrome of Nonverbal Learning Disabilities in Adults (K.D. Tsatsanis, B.P. Rourke); (8) Disorders of Mathematics: Implications for Adult Functioning (F. Krueger, J. Grafman); and (9) Executive Functioning and Disorders of Self-Regulation in Young Adults (L.E. Wolf, E. Kaplan). Part 3, Diagnosis and Assessment, contains the following: (10) Comprehensive Evaluation of Adults with Learning Disabilities (R. Mapou); (11) TBD (L. Siegel, K. Stanovich); (12) Assessment of Written Expression in the Adult Population (N. Gregg, C. Coleman, J. Hartwig); and (13) Co-existing Psychiatric Disorders in Post-secondary Students Referred for Neuropsychological Evaluation for LD or ADHD (H. Schreiber). Part 4, Life Outcomes, contains the following: (14) Making the Transition to Adulthood for Individuals with Learning Disorders (C. Rey-Casserly, J. Holmes Bernstein); (15) Accommodations: Research to Practice (N. Gregg, D. Morgan, J. Hartwig); (16) Legal Issues for Adults with Learning Disabilities in Higher Education and Employment (A.H. Macurdy, E. Geetter); (17) The Professional Student with a Learning Disorder: Focus on Medicine and Law (C. Weinstein, L.E. Wolf, H. Schreiber); (18) Outcome of NLD Adults: A Naturalistic Study (J. Wasserstein, N.P. Vadhan, G.A. Stefanotis, K. Barboza); and (19) Concluding Thoughts and Future Directions (H. Schreiber, L.E. Wolf, J. Wasserstein). [The introduction was written by A.F. Mirsky.]