Dyslexia: Biology, Cognition and Intervention

Overview

This book brings together a selection of papers from those presented at the Fourth International Conference of the British Dyslexia Association in April 1997. The three main themes of the conference are biology, identification and intervention.

The book contains black-and-white illustrations.

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Overview

This book brings together a selection of papers from those presented at the Fourth International Conference of the British Dyslexia Association in April 1997. The three main themes of the conference are biology, identification and intervention.

The book contains black-and-white illustrations.

Read More Show Less

Editorial Reviews

Nancy A. Johnson
This is a summary of articles presented to the Fourth International Conference of the British Dyslexia Association. The book reviews current biological theories of dyslexia, including genetic studies and findings related to brain asymmetry. Several chapters are devoted to a discussion of cognitive manifestations of dyslexia, individual differences, subtypes of dyslexia, and developmental issues. Finally, the book covers clinical interventions and remediation programs for children with dyslexia. The book is intended for individuals with an advanced understanding of dyslexia. The most appropriate audience would be professionals, such as school psychologists, speech pathologists, or graduate students. The topics are covered in-depth and are beyond the level of a general introductory text. The chapter on brain asymmetry is well illustrated and provides examples of MRI brain scans, which serve as a useful adjunct to the text. Other chapters make good use of graphs/tables to summarize text information when possible. The book spans the field of dyslexia from biological theories to techniques for interventions in the school. References are current and cover the major theories in the field. The book serves as a summary of relevant theories and research in the field of dyslexia and would be a useful addition to a reference library.
Doody's Review Service
Reviewer: Nancy A. Johnson, PhD (Northwestern University Feinberg School of Medicine)
Description: This is a summary of articles presented to the Fourth International Conference of the British Dyslexia Association.
Purpose: The book reviews current biological theories of dyslexia, including genetic studies and findings related to brain asymmetry. Several chapters are devoted to a discussion of cognitive manifestations of dyslexia, individual differences, subtypes of dyslexia, and developmental issues. Finally, the book covers clinical interventions and remediation programs for children with dyslexia.
Audience: The book is intended for individuals with an advanced understanding of dyslexia. The most appropriate audience would be professionals, such as school psychologists, speech pathologists, or graduate students.
Features: The topics are covered in-depth and are beyond the level of a general introductory text. The chapter on brain asymmetry is well illustrated and provides examples of MRI brain scans, which serve as a useful adjunct to the text. Other chapters make good use of graphs/tables to summarize text information when possible. The book spans the field of dyslexia from biological theories to techniques for interventions in the school. References are current and cover the major theories in the field.
Assessment: The book serves as a summary of relevant theories and research in the field of dyslexia and would be a useful addition to a reference library.

3 Stars from Doody
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Product Details

Table of Contents

Contributors.

Preface.

Chapter 1 Brain, Mind and Behaviour in Dyslexia - Uta Frith.

Chapter 2 Genetic Aetiologies of Reading and Spelling Deficits: Developmental Differences - J.C. DeFries, Maricela Alarcon and Ricahrd K. Olson.

Chapter 3 Dyslexia and Gyral Morphology Variation - George W. Hynd and Jennifer R. Hiemenz.

Chapter 4 How Does a Visual Transient Deficit Affect Reading? - John H. Hogbden.

Chapter 5 The Development of Developmental Dyslexia - John L. Locke, James Hodgson, Paul Macaruso, Jennifer Roberts, Susan Lambrecht-Smith and Cathy Guttentag.

Chapter 6 In search of the Precursors of Dyslexia: A prespective Study of Children at Risk for Reading Problems - Heikki Lyytinen.

Chapter 7 Progress in the Search for Dyslexia Sub-types - Keith E. Stanovich, Linda S. Siegel and Alexandra Gottardo.

Chapter 8 Learning to Read in Different Orthographies: Phonological Awareness, Orthographic Representations and Dyslexia - Usha Goswami.

Chapter 9 Language, Phonology and Learning to Read - Margaret J. Snowling and Kate A. Nation.

Chapter 10 Academic Outcomes of Language Impaired Children - Paula Tallal, Lee Allard, Steve Miller and Susan Curtiss.

Chapter 11 How do Speech and Language Problems affect Literacy Development? - Joy Stackhosue and Bill Wells.

Chapter 12 Achieving Competence in Language and Literacy by Training in Phonemic Awareness, Concept Imagery and Comparator Function - Patricia Lindamood, Nanci Bell and Phyllis Lindamood.

Chapter 13 Prevention of Dyslexia in Kindergarten: Effects of Phoneme Awareness Training with Children of Dyslexic Parents - Ina Borstrom and Carsten Elbro.

Chapter 14 Teaching Phonological Awareness With and Without the Computer - Barbara W. Wise, Richard K. Olson and Jerry Ring.

Subject Index.

Author Index.

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