| Record ID | marc_loc_2016/BooksAll.2016.part36.utf8:109809554:1192 |
| Source | Library of Congress |
| Download Link | /show-records/marc_loc_2016/BooksAll.2016.part36.utf8:109809554:1192?format=raw |
LEADER: 01192cam a2200301 a 4500
001 2009013220
003 DLC
005 20100123084235.0
008 090416s2009 nyua b 001 0 eng
010 $a 2009013220
020 $a9781848728431 (hbk. : alk. paper)
020 $a1848728433 (hbk. : alk. paper)
035 $a(OCoLC)ocn264021577
040 $aDLC$cDLC$dBTCTA$dCDX$dSINIE$dAKU$dDLC
050 00 $aBF456.R2$bH67 2009
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 $aNew York ;$aLondon :$bPsychology Press,$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 index.
650 0 $aReading, Psychology of.
650 0 $aReading$xPhysiological aspects.
650 0 $aCognition in children.
650 0 $aDyslexia.
700 1 $aPugh, Ken.
700 1 $aMcCardle, Peggy D.