Educational Constraints on Reading and Writing Acquisition
As a morphologist, it may sound funny for me to say this, but ultimately the important thing is the function not the structure. . . the structure of the brain does change and. . . such changes occur in response to learning and other environmental factors. . . . But, the important thing is outcome. In some cases who have gotten remediation they have gotten better and in other cases they have not. . . . So the important thing to show in fact is that a particular remediation program, whether it is educational, psychological, or medical works. The rest is less important. It is interesting but not necessarily important.
-- Albert Galaburda ( 1991, p. 173)