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Dyslexia, Fluency, and the Brain / Edition 1

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Editorial Reviews

From The Critics
This volume grew out of a conference held in Crete in 2000 and sponsored by the National Dyslexia Research Foundation. Forty-one international specialists from the fields of cognitive, clinical and experimental psychology, and neuroscience contribute 17 chapters exploring critical questions about time, fluency, and intervention in dyslexia. Coverage includes the nature and extent of rate-of- processing, time-, and fluency-related deficits in developmental dyslexia; the hypothesized source(s) of these deficits; the amenability of time- and fluency-related deficits to change; and the theoretical principles which should guide intervention in these areas. Annotation c. Book News, Inc., Portland, OR (booknews.com)
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Product Details

  • ISBN-13: 9780912752600
  • Publisher: York Press, Incorporated
  • Publication date: 1/28/2001
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 423

Table of Contents

Preface: Seven Dimensions of Time ix
Acknowledgments xxi
Section I The Nature and Extent of Time-Realted Deficits in Developmental Dyslexia
The Neurobiology of Reading Difficulties 3
Speed and Temporal Processing in Dyslexia 23
Exploration of the Basis for Rapid Naming's Relationship to Reading 41
The Relationship of Naming Speed to Multiple Reading Measures in Disabled and Normal Readers 65
Is the Reading-rate Problem of German Dyslexic Children Caused by Slow Visual Processes? 93
Aberrations in Timing in Children with Impaired Reading: Cause, Effect or Correlate? 103
Section II The Hypothesized Sources of Time-Related Deficits: Neuronal, Structural, and Genetic Levels
Animal Models of Developmental Dyslexia: Is There a Link Between Neocortical Malformations and Defects in Fast Auditory Processing? 129
Dyslexia, Learning and the Cerebellum 159
The Cerebellum, Timing, and Language: Implications for the Study of Dyslexia 189
A Structural Basis for Developmental Dyslexia: Evidence From Diffusion Tensor Imaging 213
On the Functional Neuroanatomy of Fluency or Why Walking is Just as Important to Reading as Talking Is 235
The Determinants of Reading Fluency: A Comparison of Dyslexic and Average Readers 245
Genetic and Environmental Influences on Reading and RAN: An Overview of Results from the Colorado Twin Study 277
Section III Implications for Intervention
The Use of Fluency-based Measures in Early Identification and Evaluation of Intervention Efficacy in Schools 307
Principles of Fluency Instruction in Reading: Relationships With Established Empirical Outcomes 333
Moving the Bottom: Improving Reading Fluency 357
Coda
Processes Underlying Timing and Fluency of Reading: Efficiency, Automaticity, Coordination, and Morphological Awareness 383
Index 415
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