TY  - BOOK
AU  - Pugh,Ken
AU  - McCardle,Peggy D.
TI  - How children learn to read: current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice 
T2  - The extraordinary brain series
SN  - 9781848728431 (hbk. : alk. paper)
AV  - BF456.R2 H67 2009
U1  - 372.4 PUG 22
PY  - 2009///
CY  - New York, London
PB  - Psychology Press
KW  - Reading, Psychology of
KW  - Reading
KW  - Physiological aspects
KW  - Cognition in children
KW  - Dyslexia
N1  - "This volume marks the 10th symposium in the Extraordinary Brain Series"--p. xiv; Includes bibliographical references and index; W. 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
ER  -