Dyslexia: Advances in Theory and Practice - Lundberg, I. / Tünnessen, Finn Egil / Austad, Ingolv (Hgg.)
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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…mehr

Produktbeschreibung
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.
  • Produktdetails
  • Neuropsychology and Cognition Vol.16
  • Verlag: Springer Netherlands
  • 1999.
  • Seitenzahl: 306
  • Erscheinungstermin: 30. Juni 1999
  • Englisch
  • Abmessung: 241mm x 160mm x 21mm
  • Gewicht: 612g
  • ISBN-13: 9780792358374
  • ISBN-10: 0792358376
  • Artikelnr.: 22141961
Autorenporträt
Ingvar Lundberg is a professor at the University of Gothenburg, Sweden. Books that he has co-authored together with Torleiv Høien have been standard textbooks throughout the Nordic countries, and their articles have appeared in leading international journals.
Inhaltsangabe
List of Contributors. Editors' Introduction
I. Lundberg, et al. Part I: Theoretical Perspectives. Towards a Sharper Definition of Dyslexia
I. Lundberg. Theories of Deficits in Dyslexia
T. Høien. A Connectionist Perspective of Reading and its Difficulties
M.J. Snowling, C. Hulme. Cognitive Architecture of Early Reading
P.H.K. Seymour. Automaticity, Automatization and Dyslexia
A. van der Leij, V. van Daal. Awareness and Automaticity in Reading
F.E. Tønnessen. Part II: The Impact of Orthography. Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies
U. Goswami. What Can We Learn from Dyslexia in Chinese? Che Kan Leong. Part III: Biological Perspectives. Research on Reading Disabilities in the Colorado Learning Disability Research Center
R.K. Olson. Exclusion of Linkage to 1p, 6p and Chromosome 15 in a Large Norwegian Family with Dyslexia
T. Fagerheim, et al. Brain Markers of Dyslexia: Planum Temporale Asymmetry and Dichotic Listening to CV-Syllables
K. Hugdahl, E. Heiervang. Developmental Dyslexia: The Role of the Cerebellum
R.I. Nicolson, A.J. Fawcett. Part IV: Diagnostics and Treatment. Early Reading Problems: A Follow up 20 Years later
Å. Olofsson. A Diagnostic Procedure Based on Reading Component Model
R. Malatesha Joshi. Component Model-Based Remedial Treatment of Reading Disabilities
P.G. Aron, H. Kotva. Do Pre-School Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling? P. Niemi, et al. First Steps: A Program of Early Intervention
C.M. Santa. Author Index. Subject Index.