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Dyslexia, Reading and the Brain

Dyslexia, Reading and the Brain

Author: Alan Beaton

Publisher: Psychology Press

ISBN: 9781135422745

Category: Psychology

Page: 360

View: 366

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Despite the wealth of literature available on the subject of dyslexia, there is little that explores the subject beyond a single theoretical framework. The need for a comprehensive review of the literature by both researchers and practitioners from different fields and theoretical backgrounds is the central motivation behind Dyslexia, Reading and the Brain. By combining the existing fragmented and one-sided accounts, Alan Beaton has created a sourcebook that provides the much-needed basis for a more integrated and holistic approach to dyslexia.The book is divided into two sections: the first, The Cognitive Context, outlines the theoretical context of normal reading development and introduces the role of phonological awareness and the relation between dyslexia and IQ. Section two, The Biological Context, provides an explanation of the genetic background as well as exploring hormonal theories and the visual aspects of dyslexia. By including both historical theories and some of the most recent developments, Dyslexia, Reading and the Brain succeeds in presenting the reader with a balanced and unbiased overview of the current thinking and achieves a unique breadth and depth of coverage. The comprehensive coverage and impartial approach mean that this sourcebook will prove an invaluable resource for anyone involved in study, research or practice in the fields of reading and dyslexia.

Dyslexia

Dyslexia

Author: Valéria Csépe

Publisher: Springer Science & Business Media

ISBN: 9781461501398

Category: Psychology

Page: 194

View: 207

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This volume addresses the question of how different brain activity measures may help to understand the complexity of language specific and domain general functions underlying reading, how atypical brain structures may be responsible for failures in the reading performance, and how the brain activity pattern of dyslexics may change from childhood to adulthood. It is a valuable resource for those working in the fields of psycholinguistics, speech pathology, neuropsychology, cognitive development, educational psychology, developmental psychology, child development and language acquisition.

Dyslexia, Learning, and the Brain

Dyslexia, Learning, and the Brain

Author: Roderick Nicolson

Publisher: MIT Press

ISBN: 9780262515092

Category: Medical

Page: 307

View: 561

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A unique overview of research on dyslexia and an account of the underlying causes at cognitive, brain, and neural system levels that provides a framework for significant progress in the understanding of dyslexia and other related learning disabilities. Dyslexia research has made dramatic progress since the mid-1980s. Once discounted as a “middle-class myth,” dyslexia is now the subject of a complex—and confusing—body of theoretical and empirical research. In Dyslexia, Learning, and the Brain, leading dyslexia researchers Roderick Nicolson and Angela Fawcett provide a uniquely broad and coherent analysis of dyslexia theory. Unlike most dyslexia research, which addresses the question “what is the cause of the reading disability called dyslexia?” the authors' work has addressed the deeper question of “what is the cause of the learning disability that manifests as reading problems?” This perspective allows them to place dyslexia research within the much broader disciplines of cognitive psychology and cognitive neuroscience and has led to a rich framework, including two established leading theories, the automatization deficit account (1990) and the cerebellar deficit hypothesis (2001). Nicolson and Fawcett show that extensive evidence has accumulated to support these two theories and that they may be seen as subsuming the established phonological deficit account and sensory processing accounts. Moving to the explanatory level of neural systems, they argue that all these disorders reflect problems in some component of the procedural learning system, a multiregion system including major components of cortical and subcortical regions. The authors' answer to the fundamental question “what is dyslexia?” offers a challenge and motivation for research throughout the learning disabilities, laying the foundations for future progress.

Reading in the Brain

Reading in the Brain

Author: Stanislas Dehaene

Publisher: Penguin

ISBN: 9780143118053

Category: Science

Page: 402

View: 972

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"Brings together the cognitive, the cultural, and the neurological in an elegant, compelling narrative. A revelatory work."--Oliver Sacks, M.D. The act of reading is so easily taken for granted that we forget what an astounding feat it is. How can a few black marks on white paper evoke an entire universe of meanings? It's even more amazing when we consider that we read using a primate brain that evolved to serve an entirely different purpose. In this riveting investigation, Stanislas Dehaene, author of How We Learn, explores every aspect of this human invention, from its origins to its neural underpinnings. A world authority on the subject, Dehaene reveals the hidden logic of spelling, describes pioneering research on hiw we process languages, and takes us into a new appreciation of the brain and its wondrous capacity to adapt.

The Dyslexic Advantage

The Dyslexic Advantage

Author: Brock L. Eide M.D., M.A.

Publisher: Penguin

ISBN: 9781101543498

Category: Psychology

Page: 304

View: 227

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Two neurolearning experts reveal the hidden benefits of having a dyslexic brain. In this paradigm-shifting book, neurolearning experts Drs. Brock and Fernette Eide describe an exciting new brain science that reveals that dyslexic people have unique brain structure and organization. While the differences are responsible for certain challenges with literacy and reading, the dyslexic brain also gives a predisposition to important skills, and special talents. While dyslexics typically struggle to decode the written word, they often also excel in such areas of reasoning as mechanical (required for architects and surgeons), interconnected (artists and inventors); narrative (novelists and lawyers), and dynamic (scientists and business pioneers). The Dyslexic Advantage provides the first complete portrait of dyslexia.

Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes

Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes

Author: Pierluigi Zoccolotti

Publisher: Frontiers Media SA

ISBN: 9782889198641

Category: Dyslexia

Page: 311

View: 983

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Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.

The Dyslexic Brain

The Dyslexic Brain

Author: Glenn D. Rosen

Publisher: Psychology Press

ISBN: 113800426X

Category: Family & Relationships

Page: 384

View: 615

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This proceedings volume is based on a symposium sponsored by The Dyslexia Foundation (Will Baker, Founder and President) held at Lake Como in September 2004. This book should appeal to scholars in the areas of language disorders and dyslexia/reading disabilities in schools of communication disorders as well as in schools of education, especially special education departments.

Reading and Dyslexia in Different Orthographies

Reading and Dyslexia in Different Orthographies

Author: Nicola Brunswick

Publisher: Psychology Press

ISBN: 9781135167813

Category: Psychology

Page: 333

View: 530

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Offers an insight into research in different orthographies. This title presents cross-language comparisons to provide insights into universal aspects of reading development and developmental dyslexia.

Dyslexia

Dyslexia

Author: Jonathan Glazzard

Publisher: BoD – Books on Demand

ISBN: 9781838819668

Category: Education

Page: 228

View: 507

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This book includes a variety of perspectives on dyslexia from different contexts. Chapters provide examples of empirical research; the outcomes of which have the potential to improve the experiences of individuals with dyslexia. The book emphasises the importance of adopting a capability rather than a deficit approach.

Reading, Writing and Dyslexia

Reading, Writing and Dyslexia

Author: Andrew W. Ellis

Publisher: Psychology Press

ISBN: 0863773079

Category: Psychology

Page: 156

View: 393

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This textbook attempts to present work on reading and writing and on acquired and developmental dyslexia to a non-specialist audience.

Overcoming Dyslexia

Overcoming Dyslexia

Author: Sally E. Shaywitz

Publisher: Hachette UK

ISBN: 9781529306927

Category: Education

Page: 608

View: 810

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A major update and revision of the essential program for reading problems at any level, incorporating the latest breakthroughs in science, educational methods, technology and legal accommodations. 'Sally Shaywitz is an amazing woman... no one has a better understanding of dyslexia' - Bob Dylan Dyslexia is the most common learning disorder in the world, affecting one in five individuals. Now Drs Sally and Jonathan Shaywitz give us a substantially updated and augmented edition of her classic work, Overcoming Dyslexia, drawing on an additional fifteen years of ground-breaking scientific research to offer new information on both the big picture and the specific details of dyslexia and reading problems, and providing the tools that parents, teachers and dyslexic individuals of any age need. This updated edition offers: * New chapters on the latest science-based diagnosis of dyslexia, identifying the at-risk child, dyslexia in post-menopausal women, and implications of associated anxiety and ADHD in dyslexia * State-of-the-art information on universal screening for dyslexia as early as the first year of school - why and how to efficiently and effectively screen young children * An expanded chapter on choosing the best school for a dyslexic child and new chapters examining exciting innovative school models * New chapters focused on higher education, including preparing a dyslexic for university, choosing a university or higher education course for a dyslexic student and making the university experience work * The latest advances in digital technology that increase a dyslexic's ability to help him or herself * Extensively updated material on helping dyslexic individuals of all ages become better readers, with detailed home programs to enhance reading at different ages and levels * How to use compassion and exciting new knowledge to build and strengthen a child's self-esteem and resilience * Insightful stories of outstanding men, women and young adults who are dyslexic and thriving and how they succeeded. Acclaimed by experts and parents alike, Overcoming Dyslexia provides anyone who is struggling with reading problems with the necessary reassurance that, through hard work and the right help, such difficulties can be overcome.

Building the Reading Brain, PreK-3

Building the Reading Brain, PreK-3

Author: Pamela Nevills

Publisher: Corwin Press

ISBN: 9781452272573

Category: Education

Page: 232

View: 376

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Discover how children’s brains change as they develop early reading skills! Moving through skills acquisition from birth to age eight, this updated edition of the best-selling book gives educators a clear picture of how children acquire and develop language skills in preparation for reading. This updated edition features developmentally appropriate practices for fostering critical literacy skills in each age group and expanded information on English learners and Response to Intervention. The authors provide: Brain-friendly strategies that build phonemic awareness, phonics, vocabulary, comprehension, and fluency skills Instructional applications for games, music, and play Interventions for children with early reading difficulties