03095cam a2200313 a 450000100090000000300040000900500170001300800410003001000170007102000380008802000350012603500240016104000420018505000230022708200180025024502150026826000510048330000370053449000350057150000860060650400510069250518950074365000280263865000360266665000270270265000140272970000150274370000230275815701439OSt20200130143015.0090416s2009    nyua     b    001 0 eng    a  2009013220  a9781848728431 (hbk. : alk. paper)  a1848728433 (hbk. : alk. paper)  a(OCoLC)ocn264021577  aDLCcDLCdBTCTAdCDXdSINIEdAKUdDLC00aBF456.R2bH67 200900a372.4 PUG22200aHow children learn to read :bcurrent issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice /cedited by Ken Pugh and Peggy McCardle.  aNew York ;aLondon :bPsychology Press,c2009.  axxxiii, 343 p. :bill. ;c24 cm.0 aThe extraordinary brain series  a"This volume marks the 10th symposium in the Extraordinary Brain Series"--p. xiv.  aIncludes bibliographical references and index.  aW. Baker, Preface. P. McCardle, N. Landi, K. Pugh, Introduction. Section 1. Major Themes in the Study of the Neurobiology of Dyslexia. S. Frost, R. Sandak, W.E. Mencl, N. Landi, J.G. Rueckl, L. Katz, K. Pugh, Mapping the Word Reading Circuitry in Skilled and Disabled Readers. G. Rosen, Y. Wang, C.G. Fiondella, J.J. Lo Turco, The Brain and Developmental Dyslexia: Genes, Anatomy, and Behavior. G. Sherman, C. Cowen, From Research Lab to School Front Lines: Talents and Dilemmas in Children with Learning Differences. Section 2. Methods and Tools. D. Francis, Methodological Advances in Developmental Research. E. Mencl, S. Frost, K. Pugh, Tools for Multimodal Imaging. J. Rueckl, M. Seidenberg, Computational Modeling and the Neural Bases of Reading and Reading Disorders. E. Grigorenko, A.J. Naples, The Devil is in the Details: Decoding the Genetics of Reading. Section 3. Neurobiological, Genetic, and Cognitive Aspects. F. Ramus, G. Szenkovits, Understanding the Nature of the Phonological Deficit. P. Cornelissen, Visual Word Recognition: Insights from MEG and Implications for Developmental Dyslexia. L.E. Cutting, S.H. Eason, K. Young, A.L. Alberstadt, Reading Comprehension: Cognition and Neuroimaging. R. Olson, B. Byrne, S. Samuelsson, Reconciling Strong Genetic and Strong Environmental Influences on Individual Differences and Deficits in Reading Ability. R. Frost, Reading in Hebrew vs. Reading in English: Is there a Qualitative Difference? Section 4. Intervention. B. Foorman, S. Al Otaiba, Reading Remediation: State of the Art. L. Siegel, Remediation of Reading Difficulties in English Language Learning Students. M. Wolf, S. Gottwald, W. Galante, E. Norton, L. Miller, How the Origins of Reading Instruct our Knowledge of Reading Development and its Intervention. P. McCardle, K. Pugh, Integration of Methodologies in Cognitive Neuroscience: Research Planning and Policy. 0aReading, Psychology of. 0aReadingxPhysiological aspects. 0aCognition in children. 0aDyslexia.1 aPugh, Ken.1 aMcCardle, Peggy D.