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Dyslexia: Advances in Theory and Practice [electronic resource] / edited by I. Lundberg, Finn Egil Tønnessen, Ingolv Austad.

Contributor(s): Material type: TextSeries: Neuropsychology and Cognition ; 16Publisher: Dordrecht : Springer Netherlands : Imprint: Springer, 1999Edition: 1st ed. 1999Description: VIII, 294 p. online resourceContent type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789401146678
Subject(s): Additional physical formats: Printed edition:: No title; Printed edition:: No title; Printed edition:: No titleDDC classification:
  • 150 23
LOC classification:
  • BF1-990
Online resources:
Contents:
Editors’ Introduction -- Editors’ Introduction -- I: Theoretical Perspectives -- Towards a Sharper Definition of Dyslexia -- Theories of Deficits in Dyslexia -- A Connectionist Perspective of Reading and its Difficulties -- Cognitive Architecture of Early Reading -- Automaticity, Automatization and Dyslexia -- Awareness and Automaticity in Reading -- II: The Impact of Orthography -- Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies -- What Can We Learn from Dyslexia in Chinese? -- III: Biological Perspectives -- Reasearch on Reading Disabilities in the Colorado Learning Disability Research Center -- Exclusion of Linkage to 1p, 6p and Chromosome 15 in a Large Norwegian Family with Dyslexia -- Brain Markers of Dyslexia: Planum Temporale Asymmetry and Dichotic Listening to CV-Syllables -- Developmental Dyslexia: The Role of the Cerebellum -- IV: Diagnostics and Treatment -- Early Reading Problems: A Follow up 20 Years Later -- A Diagnostic Procedure Based on Reading Component Model -- Component Model-Based Remedial Treatment of Reading Disabilities -- Do Pre-School Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling? -- First Steps: A Program of Early Intervention -- Author Index.
In: Springer Nature eBookSummary: A balanced view of recent research on reading disability is presented by leading international scholars representing various subdisciplines of psychology and allied sciences. The volume provides researchers, graduate students, educators and other professionals with up-dated and practical useful knowledge of and insights into the latest theories and findings of the nature and causes of reading disability. Rational guidelines for assessment, prevention and intervention are also provided, based on such concepts as phonological and orthographical processing, automaticity and metacognition. Several chapters are written without technical terminology, yet with scientific rigor, and should be readable by a wide audience.
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Editors’ Introduction -- Editors’ Introduction -- I: Theoretical Perspectives -- Towards a Sharper Definition of Dyslexia -- Theories of Deficits in Dyslexia -- A Connectionist Perspective of Reading and its Difficulties -- Cognitive Architecture of Early Reading -- Automaticity, Automatization and Dyslexia -- Awareness and Automaticity in Reading -- II: The Impact of Orthography -- Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies -- What Can We Learn from Dyslexia in Chinese? -- III: Biological Perspectives -- Reasearch on Reading Disabilities in the Colorado Learning Disability Research Center -- Exclusion of Linkage to 1p, 6p and Chromosome 15 in a Large Norwegian Family with Dyslexia -- Brain Markers of Dyslexia: Planum Temporale Asymmetry and Dichotic Listening to CV-Syllables -- Developmental Dyslexia: The Role of the Cerebellum -- IV: Diagnostics and Treatment -- Early Reading Problems: A Follow up 20 Years Later -- A Diagnostic Procedure Based on Reading Component Model -- Component Model-Based Remedial Treatment of Reading Disabilities -- Do Pre-School Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling? -- First Steps: A Program of Early Intervention -- Author Index.

A balanced view of recent research on reading disability is presented by leading international scholars representing various subdisciplines of psychology and allied sciences. The volume provides researchers, graduate students, educators and other professionals with up-dated and practical useful knowledge of and insights into the latest theories and findings of the nature and causes of reading disability. Rational guidelines for assessment, prevention and intervention are also provided, based on such concepts as phonological and orthographical processing, automaticity and metacognition. Several chapters are written without technical terminology, yet with scientific rigor, and should be readable by a wide audience.

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