How Children Learn to Read

Current Issues and New Directions in the Integration of Cognition, Neurobiology and Genetics of Reading and Dyslexia Research and Practice
Herausgeber: McCardle, Peggy; Pugh, Ken

• Broschiertes Buch

Produktbeschreibung

This book brings together in one volume information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. In recent years, research on assessment and treatment of reading disability (dyslexia) has become a magnet for the application of new techniques and technologies from neuroscience, cognitive psychology, and cognitive neuroscience. This interdisciplinary fusion has yielded numerous and diverse findings regarding the brain basis of this syndrome, which are discussed in this volume by leading researchers. Intervention approaches based on such research are presented. The book also calls for research in specific directions, to encourage the field to continue moving into the bold frontier of how the brain reads. The volume is essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability, and also commemorates the tenth anniversary of the Extraordinary Brain Conferences hosted by The Dyslexia Foundation.

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Produktdetails

• Verlag: Psychology Press
• Seitenzahl: 380
• Erscheinungstermin: 5. Februar 2016
• Englisch
• Abmessung: 229mm x 152mm x 20mm
• Gewicht: 549g
• ISBN-13: 9781138991767
• ISBN-10: 1138991767
• Artikelnr.: 45195003

Autorenporträt

Ken Pugh, Peggy McCardle

Inhaltsangabe

W. Baker
Preface. P. McCardle
N. Landi
K. Pugh
Introduction. Section 1. Major Themes in the Study of the Neurobiology of Dyslexia. S. Frost
R. Sandak
W.E. Mencl
N. Landi
J.G. Rueckl
L. Katz
K. Pugh
Mapping the Word Reading Circuitry in Skilled and Disabled Readers. G. Rosen
Y. Wang
C.G. Fiondella
J.J. Lo Turco
The Brain and Developmental Dyslexia: Genes
Anatomy
and Behavior. G. Sherman
C. Cowen
From Research Lab to School Front Lines: Talents and Dilemmas in Children with Learning Differences. Section 2. Methods and Tools. D. Francis
Methodological Advances in Developmental Research. E. Mencl
S. Frost
K. Pugh
Tools for Multimodal Imaging. J. Rueckl
M. Seidenberg
Computational Modeling and the Neural Bases of Reading and Reading Disorders. E. Grigorenko
A.J. Naples
The Devil is in the Details: Decoding the Genetics of Reading. Section 3. Neurobiological
Genetic
and Cognitive Aspects. F. Ramus
G. Szenkovits
Understanding the Nature of the Phonological Deficit. P. Cornelissen
Visual Word Recognition: Insights from MEG and Implications for Developmental Dyslexia. L.E. Cutting
S.H. Eason
K. Young
A.L. Alberstadt
Reading Comprehension: Cognition and Neuroimaging. R. Olson
B. Byrne
S. Samuelsson
Reconciling Strong Genetic and Strong Environmental Influences on Individual Differences and Deficits in Reading Ability. R. Frost
Reading in Hebrew vs. Reading in English: Is there a Qualitative Difference? Section 4. Intervention. B. Foorman
S. Al Otaiba
Reading Remediation: State of the Art. L. Siegel
Remediation of Reading Difficulties in English Language Learning Students. M. Wolf
S. Gottwald
W. Galante
E. Norton
L. Miller
How the Origins of Reading Instruct our Knowledge of Reading Development and its Intervention. P. McCardle
K. Pugh
Integration of Methodologies in Cognitive Neuroscience: Research Planning and Policy.