eBook - ePub
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
- 378 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
eBook - ePub
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
About this book
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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Yes, you can access How Children Learn to Read by Ken Pugh, Peggy McCardle, Ken Pugh,Peggy McCardle in PDF and/or ePUB format, as well as other popular books in Psychology & Cognitive Psychology & Cognition. We have over one million books available in our catalogue for you to explore.
Information
Author Index
A
Aaron, P. G., 198, 209, 210
Abbott, S., 261, 271
Aboitiz, F., 22, 34, 38, 50, 54, 63, 94, 99, 140, 148
Achim, A., 183, 190
Ackman, J. B., 142, 143, 147
Adams, J. W., 200, 211
Adams, M., 292, 298
Adams, M. J., 196, 200, 209
Adlaf, E., 276, 286
Adlard, A., 154, 163, 165
Adlof, S. M., 196, 197, 198, 199, 209, 210
Ahissar, M., 164, 165, 166
Ahonen, T., 26, 39
Al Otaiba, S., 257–274, 263, 264, 267, 269, 271, 272
Alain, C., 183, 190
Alario, F. X., 125, 133
Alberstadt, A. L., xix, 195–213
Alberts, D., 224, 232
Alexander, A. W., 257, 260, 261, 274
Alexander, J. E., 200, 213
Aliev, F., 145, 147
Allen, K. M., 25, 27, 38
Allen, M., 241, 250
Allison, T., 174, 176, 193
Alsop, D., 201, 210
Alter, J., 223, 226, 230
Amitay, S., 164, 165
Amunts, K., 180, 191
Anderson, B., 26, 27, 33, 42, 145, 148
Anderson, T., 138, 150
Andreason, P., 114, 131, 202, 212
Andreason, P. A., 11, 17
Anthoni, H., 26, 41, 138, 140, 147, 149
Anthony, J. L., 258, 262, 263, 267, 272, 273
Antil, L. R., 263, 266, 267, 274
Appignani, B., ...
Table of contents
- Cover Page
- Half Title page
- Title Page
- Copyright Page
- Contents
- Preface
- Acknowledgments
- Contributors
- Introduction: 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
- Section I Major Themes in the Study of the Neurobiology of Dyslexia
- Section II Methods and Tools
- Section III Neurobiological, Genetic, and Cognitive Aspects
- Section IV Intervention
- Author Index
- Subject Index