It looks like you're offline.
Open Library logo
additional options menu

MARC Record from harvard_bibliographic_metadata

Record ID harvard_bibliographic_metadata/ab.bib.12.20150123.full.mrc:170453908:4447
Source harvard_bibliographic_metadata
Download Link /show-records/harvard_bibliographic_metadata/ab.bib.12.20150123.full.mrc:170453908:4447?format=raw

LEADER: 04447cam a2200433 a 4500
001 012148314-2
005 20100219113820.0
008 090416s2009 nyua b 001 0 eng
010 $a 2009013220
020 $a9781848728431 (hbk. : alk. paper)
020 $a1848728433 (hbk. : alk. paper)
035 0 $aocn264021577
040 $aDLC$cDLC$dBTCTA$dCDX$dSINIE$dAKU$dDLC
050 00 $aBF456.R2$bH67 2009
060 00 $a2011 C-335
060 10 $aWL 340.6
082 00 $a418/.4019$222
245 00 $aHow children learn to read :$bcurrent issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice /$cedited by Ken Pugh and Peggy McCardle.
260 $aNew York :$bPsychology Press,$c2009.
300 $axxxiii, 343 p. :$bill. ;$c24 cm.
490 0 $aThe extraordinary brain series
500 $a"This volume marks the 10th symposium in the Extraordinary Brain Series"--p. xiv.
504 $aIncludes bibliographical references and indexes.
520 $a"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."--Publisher's website.
505 0 $aSection 1. Major Themes in the Study of the Neurobiology of Dyslexia. Mapping the Word Reading Circuitry in Skilled and Disabled Readers / S. Frost, R. Sandak, W.E. Mencl, N. Landi, J.G. Rueckl, L. Katz, K. Pugh ; The Brain and Developmental Dyslexia: Genes, Anatomy, and Behavior / G. Rosen, Y. Wang, C.G. Fiondella, J.J. Lo Turco ; From Research Lab to School Front Lines: Talents and Dilemmas in Children with Learning Differences / G. Sherman, C. Cowen. -- Section 2. Methods and Tools. Methodological Advances in Developmental Research / D. Francis ; Tools for Multimodal Imaging / E. Mencl, S. Frost, K. Pugh ; Computational Modeling and the Neural Bases of Reading and Reading Disorders / J. Rueckl, M. Seidenberg ; The Devil is in the Details: Decoding the Genetics of Reading / E. Grigorenko, A.J. Naples. -- Section 3. Neurobiological, Genetic, and Cognitive Aspects. Understanding the Nature of the Phonological Deficit / F. Ramus, G. Szenkovits ; Visual Word Recognition: Insights from MEG and Implications for Developmental Dyslexia / P. Cornelissen ; Reading Comprehension: Cognition and Neuroimaging / L.E. Cutting, S.H. Eason, K. Young, A.L. Alberstadt ; Reconciling Strong Genetic and Strong Environmental Influences on Individual Differences and Deficits in Reading Ability / R. Olson, B. Byrne, S. Samuelsson ; Reading in Hebrew vs. Reading in English: Is there a Qualitative Difference? / R. Frost. -- Section 4. Intervention. Reading Remediation: State of the Art / B. Foorman, S. Al Otaiba ; Remediation of Reading Difficulties in English Language Learning Students / L. Siegel ; How the Origins of Reading Instruct our Knowledge of Reading Development and its Intervention / M. Wolf, S. Gottwald, W. Galante, E. Norton, L. Miller ; Integration of Methodologies in Cognitive Neuroscience: Research Planning and Policy / P. McCardle, K. Pugh.
650 0 $aReading, Psychology of.
650 0 $aReading$xPhysiological aspects.
650 0 $aCognition in children.
650 0 $aDyslexia.
650 12 $aDyslexia.
650 22 $aChild.
650 22 $aCognition.
650 22 $aLearning.
650 22 $aReading.
700 1 $aPugh, Ken.
700 1 $aMcCardle, Peggy D.
776 08 $iOnline version:$tHow children learn to read.$dNew York ; London : Psychology Press, 2009$w(OCoLC)653412249
988 $a20091216
906 $0DLC