Auteur : Fischer, Kurt W. / Bernstein, Jane Holmes 1947- / Immordino-Yang, Mary Helen 1971-

Maison d'édition : Cambridge University Press

Date de publication : 2007

Collation : xviii, 333 p. : ill.

Collection : Cambridge studies in cognitive and perceptual development ; 11

ISBN : 9780521854795

Langue : Anglais

Table des matières : Part I : What is reading, and what are reading disorders? Looking to neuroscience, evolution, and genetics
1. Toward a grounded synthesis of mind, brain, and education for resding disorders : an introduction to the fiels and this book -- 2. An evolutionary perspective on reading and reading disorders -- 3. The genetics of dyslexia : what is the phenotype?
Part II : Reading and the growing brain : methodology and history
4. A brief history of time, phonology, and other explanations of developmental dyslexia -- 5. Approaches to behavioral and neurological research on learning disabilities : in search of a deeper synthesis -- 6. Growth cycles of mind and brain : analyzing developmental pathways of learning disorders -- 7. Brain bases of reading disabilities -- 8. The neural correlates of reading disorder : functional magnetic resonance imaging -- 9. Patterns of cortical connection in children with learning problems. Essay : the role of experience in brain development : adverse effects of childhood maltreatment
Part III : Watching children read
10. Finding common ground to promote dialogue and collaboration : using case material to jointly observe children's behavior -- 11. Analyzing the reading abilities of four boys : educational implications -- 12. First impressions : what four readers can teach us -- 13. Analysis of reading disorders from a neuropsychological perspective -- 14. An educational/psychological perspective on the behaviors of three children with reading disabilities
Part IV : Reading skills in the long term
15. The importance of comprehension in reading problems and instruction -- 16. What successfull adults with dyslexia teach educators about children -- 17. Is a synthesis possible? Making doubly sure in research and application

Résumé : One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

Mots-clés : Difficultés en lecture / Dyslexie

Cote : WL 340.6 F529m 2007