MARC Record from harvard_bibliographic_metadata

LEADER: 03541nam a22003618a 4500
001 009006179-9
005 20030203153906.0
008 010511s2001 mdu b 001 0 eng
010 $a 2001026557
020 $a0912752602
035 0 $aocm46975014
040 $aDLC$cDLC
042 $apcc
050 00 $aRC394.W6$bD958 2001
060 00 $a2003 I-736
060 10 $aWL 340.6$bD9984 2001
082 00 $a616.85/53$221
245 00 $aDyslexia, fluency, and the brain /$cedited by Maryanne Wolf.
260 $aTimonium, MD :$bYork Press,$c2001.
300 $axxv, 423 p. :$bill. ;$c23 cm.
504 $aIncludes bibliographical references and index.
505 00 $tPreface: Seven Dimensions of Time /$rMaryanne Wolf --$gSection I.$tNature and Extent of Time-Related Deficits in Developmental Dyslexia --$tNeurobiology of Reading Difficulties /$rJohn Stein --$tSpeed and Temporal Processing in Dyslexia /$rAngela J. Fawcett and Roderick I. Nicolson --$tExploration of the Basis for Rapid Naming's Relationship to Reading /$rPatricia Greig Bowers --$tRelationship of Naming Speed to Multiple Reading Measures in Disabled and Normal Readers /$rFranklin R. Manis and Lauire Freedman --$tIs the Reading-rate Problem of German Dyslexic Children Caused by Slow Visual Processes? /$rHeinz Wimmer and Heinz Mayringer --$tAberrations in Timing in Children with Impaired Reading: Cause, Effect or Correlate? /$rDeborah P. Waber --$gSection II.$tHypothesized Sources of Time-Related Deficits: Neuronal, Structural, and Genetic Levels --
505 00 $tAnimal Models of Developmental Dyslexia: Is There a Link Between Neocortical Malformations and Defects in Fast Auditory Processing? /$rGlenn D. Rosen, R. Holly Fitch, Matthew G. Clark, J.J. Lo Turco, Gordon F. Sherman and Albert M. Galaburda --$tDyslexia, Learning and the Cerebellum /$rRoderick I. Nicolson and Angela J. Fawcett --$tCerebellum, Timing, and Language: Implications for the Study of Dyslexia /$rRichard B. Ivry, Timothy C. Justus and Christina Middleton --$tStructural Basis for Developmental Dyslexia: Evidence From Diffusion Tensor Imaging /$rRussell A. Poldrack --$tOn the Functional Neuroanatomy of Fluency or Why Walking is Just as Important to Reading as Talking Is /$rFrank Balch Wood, Lynn Flowers and Elena Grigorenko --$tDeterminants of Reading Fluency: A Comparison of Dyslexic and Average Readers /$rZvia Breznitz --$tGenetic and Environmental Influences on Reading and RAN: An Overview of Results from the Colorado Twin Study /
505 00 $rDonald L. Compton, Chayna J. Davis, John C. DeFries, Javier Gaycn and Richard K. Olson --$gSection III.$tImplications for Intervention --$tUse of Fluency-based Measures in Early Identification and Evaluation of Intervention Efficacy in Schools /$rEdward J. Kame'enui, Deborah C. Simmons, Roland H. Good III and Beth A. Harn --$tPrinciples of Fluency Instruction in Reading: Relationships With Established Empirical Outcomes /$rJoseph K. Torgesen, Carol A. Rashotte and Ann W. Alexander --$tMoving the Bottom: Improving Reading Fluency /$rBetty Ann Levy --$tProcesses Underlying Timing and Fluency of Reading: Efficiency, Automaticity, Coordination, and Morphological Awareness /$rVirginia W. Berninger, Robert D. Abbott, Felix Billingsley and William Nagy.
650 0 $aDyslexia.
650 0 $aReading disability$xPhysiological aspects.
650 0 $aBrain.
650 12 $aDyslexia.
650 22 $aBrain$xphysiology.
650 22 $aMental Processes$xphysiology.
700 1 $aWolf, Maryanne.
988 $a20021216
906 $0DLC