Author: Pierluigi Zoccolotti
Publisher: Frontiers Media SA
ISBN: 2889198642
Category : Dyslexia
Languages : en
Pages : 311
Book Description
Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.
Understanding Developmental Dyslexia: Linking Perceptual and Cognitive Deficits to Reading Processes
Author: Pierluigi Zoccolotti
Publisher: Frontiers Media SA
ISBN: 2889198642
Category : Dyslexia
Languages : en
Pages : 311
Book Description
Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.
Publisher: Frontiers Media SA
ISBN: 2889198642
Category : Dyslexia
Languages : en
Pages : 311
Book Description
Understanding the mechanisms responsible for developmental dyslexia (DD) is a key challenge for researchers. A large literature, mostly concerned with learning to read in opaque orthographies, emphasizes phono-logical interpretations of the disturbance. Other approaches focused on the visual-per-ceptual aspects of orthographic coding. Recently, this perspective was supported by imaging data showing that individuals with DD have hypo-activation in occipito-temporal areas (a finding common to both transpar-ent and opaque orthographies). Nevertheless, it is difficult to infer causal relationships from activation data. Accommodating these findings within the cognitive architecture of reading processes is still an open issue. This is a general problem, which is present in much of the literature. For example, several studies investigating the perceptual and cognitive abilities that distinguish groups of children with and without DD failed to provide explicit links with the reading process. Thus, several areas of investigation (e.g., acoustic deficits or magnocellular deficiencies) have been plagued by replication failures. Furthermore, much research has neglected the possible contribution of comorbid symptoms. By contrast, it is now well established that developmental disorders present a large spectrum of homotopic and heterotopic co-morbidities that make causal interpretations problematic. This has led to the idea that the etiology of learning difficulties is multifactorial, thus challenging the traditional models of DD. Recent genetic studies provide information on the multiple risk factors that contribute to the genesis of the disturbance. Another critical issue in DD is that much of the research has been conducted in English-speaking individuals. However, English is a highly irregular orthography and doubts have been raised on the appropriateness of automatically extending interpretations based on English to other more regular orthographies. By contrast, important information can be gotten from systematic comparisons across languages. Thus, the distinction between regular and irregular orthographies is another potentially fruitful area of investigation. Overall, in spite of much research current interpretations seem unable to integrate all available findings. Some proposals focus on the cognitive description of the reading profile and explicitly ignore the distal causes of the disturbance. Others propose visual, acoustic or phonological mech-anisms but fail to link them to the pattern of reading impairment present in different children. The present Research Topic brings together studies based on different methodological approaches (i.e., behavioural studies examining cognitive and psycholinguistic factors, eye movement inves-tigations, biological markers, neuroimaging and genetic studies), involving dyslexic groups with and without comorbid symptoms, and in different orthographies (transparent and opaque) to identify the mechanisms underlying DD. The RT does not focus on a single model or theory of dyslexia but rather brings together different approaches and ideas which we feel are fruitful for a deeper understanding developmental dyslexia.
Visual Aspects of Dyslexia
Author: John Stein
Publisher: Oxford University Press
ISBN: 019958981X
Category : Education
Languages : en
Pages : 219
Book Description
Although the dominant view of dyslexia is that it is caused by linguistic/phonological weakness, recent research within neuroscience has shown that it is associated with visual processing problems as well. This book brings together research from neurology, neuroscience, and the vision sciences to present a cutting edge review of this topic.
Publisher: Oxford University Press
ISBN: 019958981X
Category : Education
Languages : en
Pages : 219
Book Description
Although the dominant view of dyslexia is that it is caused by linguistic/phonological weakness, recent research within neuroscience has shown that it is associated with visual processing problems as well. This book brings together research from neurology, neuroscience, and the vision sciences to present a cutting edge review of this topic.
Developmental Dysgraphia
Author: Brenda Rapp
Publisher: Routledge
ISBN: 1351020080
Category : Psychology
Languages : en
Pages : 350
Book Description
The ability to communicate with written language is critical for success in school and in the workplace. Unfortunately, many children suffer from developmental dysgraphia—impairment in acquiring spelling or handwriting skills—and this form of impairment has received relatively little attention from researchers and educators. This volume brings together, for the first time, theoretically grounded and methodologically rigorous research on developmental dysgraphia, presented alongside reviews of the typical development of spelling and writing skills. Leading experts on writing and dysgraphia shed light on different types of impairments that can affect the learning of spelling and writing skills, and provide insights into the typical development of these skills. The volume, which contributes both to the basic science of literacy and to the applied science of diagnosing and treating developmental dysgraphia, should interest researchers, educators, and clinicians. This book was originally published as a special issue of Cognitive Neuropsychology.
Publisher: Routledge
ISBN: 1351020080
Category : Psychology
Languages : en
Pages : 350
Book Description
The ability to communicate with written language is critical for success in school and in the workplace. Unfortunately, many children suffer from developmental dysgraphia—impairment in acquiring spelling or handwriting skills—and this form of impairment has received relatively little attention from researchers and educators. This volume brings together, for the first time, theoretically grounded and methodologically rigorous research on developmental dysgraphia, presented alongside reviews of the typical development of spelling and writing skills. Leading experts on writing and dysgraphia shed light on different types of impairments that can affect the learning of spelling and writing skills, and provide insights into the typical development of these skills. The volume, which contributes both to the basic science of literacy and to the applied science of diagnosing and treating developmental dysgraphia, should interest researchers, educators, and clinicians. This book was originally published as a special issue of Cognitive Neuropsychology.
Developmental Dyslexia across Languages and Writing Systems
Author: Ludo Verhoeven
Publisher: Cambridge University Press
ISBN: 1108428770
Category : Language Arts & Disciplines
Languages : en
Pages : 481
Book Description
The first truly systematic, multi-disciplinary, and cross-linguistic study of the language and writing system factors affecting the emergence of dyslexia.
Publisher: Cambridge University Press
ISBN: 1108428770
Category : Language Arts & Disciplines
Languages : en
Pages : 481
Book Description
The first truly systematic, multi-disciplinary, and cross-linguistic study of the language and writing system factors affecting the emergence of dyslexia.
Reading Acquisition and Developmental Dyslexia
Author: Liliane Sprenger-Charolles
Publisher: Psychology Press
ISBN: 1134955502
Category : Psychology
Languages : en
Pages : 257
Book Description
Most studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal. Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia. A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.
Publisher: Psychology Press
ISBN: 1134955502
Category : Psychology
Languages : en
Pages : 257
Book Description
Most studies on reading have been conducted with English-speaking subjects. It is crucial to also examine studies conducted in different languages, in order to highlight which aspects of reading acquisition and dyslexia appear to be language-specific, and which are universal. Reading Acquisition and Developmental Dyslexia sheds new light on dyslexia and its relationship with reading acquisition, presenting two unique advancements in this area. Looking at studies conducted in different languages, the prerequisites of reading acquisition are examined, and the findings from studies of skilled adult readers are presented. The manifestations of developmental dyslexia and the main contemporary explanations for it are outlined, providing an in-depth, well researched discussion of the topic. The authors conclude by offering a new framework which could explain both reading acquisition and developmental dyslexia. A fascinating book offering a unique insight into the topic of dyslexia, it will be of great interest to students and lecturers in cognitive psychology, educational psychology, and psycholinguistics, as well as those with a more everyday involvement with the disorder such as speech and language therapists.
The Dyslexia Debate
Author: Julian G. Elliott
Publisher: Cambridge University Press
ISBN: 0521119863
Category : Education
Languages : en
Pages : 295
Book Description
An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.
Publisher: Cambridge University Press
ISBN: 0521119863
Category : Education
Languages : en
Pages : 295
Book Description
An examination of how we use the term 'dyslexia' and how this may undermine aid for struggling readers.
Developmental Test of Visual Perception
Author: Donald D. Hammill
Publisher:
ISBN:
Category : Developmental Test of Visual Perception
Languages : en
Pages : 73
Book Description
Measures both visual perception and visual-motor integration skills. For ages 4-10.
Publisher:
ISBN:
Category : Developmental Test of Visual Perception
Languages : en
Pages : 73
Book Description
Measures both visual perception and visual-motor integration skills. For ages 4-10.
Theories of Reading Development
Author: Kate Cain
Publisher: John Benjamins Publishing Company
ISBN: 902726564X
Category : Language Arts & Disciplines
Languages : en
Pages : 544
Book Description
The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially. Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book. The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
Publisher: John Benjamins Publishing Company
ISBN: 902726564X
Category : Language Arts & Disciplines
Languages : en
Pages : 544
Book Description
The use of printed words to capture language is one of the most remarkable inventions of humankind, and learning to read them is one of the most remarkable achievements of individuals. In recent decades, how we learn to read and understand printed text has been studied intensely in genetics, education, psychology, and cognitive science, and both the volume of research papers and breadth of the topics they examine have increased exponentially. Theories of Reading Development collects within a single volume state-of-the-art descriptions of important theories of reading development and disabilities. The included chapters focus on multiple aspects of reading development and are written by leading experts in the field. Each chapter is an independent theoretical review of the topic to which the authors have made a significant contribution and can be enjoyed on its own, or in relation to others in the book. The volume is written for professionals, graduate students, and researchers in education, psychology, and cognitive neuroscience. It can be used either as a core or as a supplementary text in senior undergraduate and graduate education and psychology courses focusing on reading development.
Explaining Individual Differences in Reading
Author: Susan A. Brady
Publisher: Psychology Press
ISBN: 1136732837
Category : Psychology
Languages : en
Pages : 361
Book Description
Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.
Publisher: Psychology Press
ISBN: 1136732837
Category : Psychology
Languages : en
Pages : 361
Book Description
Research into reading development and reading disabilities has been dominated by phonologically guided theories for several decades. In this volume, the authors of 11 chapters report on a wide array of current research topics, examining the scope, limits and implications of a phonological theory. The chapters are organized in four sections. The first concerns the nature of the relations between script and speech that make reading possible, considering how different theories of phonology may illuminate the implication of these relations for reading development and skill. The second set of chapters focuses on phonological factors in reading acquisition that pertain to early language development, effects of dialect, the role of instruction, and orthographic learning. The third section identifies factors beyond the phonological that may influence success in learning to read by examining cognitive limitations that are sometimes co-morbid with reading disabilities, contrasting the profiles of specific language impairment and dyslexia, and considering the impact of particular languages and orthographies on language acquisition. Finally, in the fourth section, behavioral-genetic and neurological methods are used to further develop explanations of reading differences and early literacy development. The volume is an essential resource for researchers interested in the cognitive foundations of reading and literacy, language and communication disorders, or psycholinguistics; and those working in reading disabilities, learning disabilities, special education, and the teaching of reading.
Reading Acquisition
Author: Philip B. Gough
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.
Publisher: Routledge
ISBN: 1351236881
Category : Education
Languages : en
Pages : 385
Book Description
Originally published in 1992. This book brings together the work of a number of distinguished international researchers engaged in basic research on beginning reading. Individual chapters address various processes and problems in learning to read - including how acquisition gets underway, the contribution of story listening experiences, what is involved in learning to read words, and how readers represent information about written words in memory. In addition, the chapter contributors consider how phonological, onset-rime, and syntactic awareness contribute to reading acquisition, how learning to spell is involved, how reading ability can be explained as a combination of decoding skill plus listening comprehension skill, and what causes reading difficulties and how to study these causes.