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Record Nr. |
UNINA9910790097903321 |
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Titolo |
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 / / edited by Ken Pugh and Peggy McCardle |
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Pubbl/distr/stampa |
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New York ; ; London : , : Psychology Press, , 2009 |
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ISBN |
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1-136-87458-5 |
1-283-10526-8 |
9786613105264 |
1-136-87459-3 |
0-203-83800-9 |
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Descrizione fisica |
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1 online resource (379 p.) |
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Collana |
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The extraordinary brain series ; ; 10 |
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Altri autori (Persone) |
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Disciplina |
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Soggetti |
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Reading, Psychology of |
Reading - Physiological aspects |
Cognition in children |
Dyslexia |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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"This volume marks the 10th symposium in the Extraordinary Brain Series"--p. xiv. |
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Nota di bibliografia |
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Includes bibliographical references and indexes. |
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Nota di contenuto |
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section 1. Major themes in the study of the neurobiology of dyslexia -- section 2. Methods and tools -- section 3. Neurobiological, genetic, and cognitive aspects -- section 4. Intervention. |
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Sommario/riassunto |
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This book brings together in one volume information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. In recent years, research on assessment and treatment of reading disability (dyslexia) has become a magnet for the application of new techniques and technologies from neuroscience, cognitive psychology, and cognitive neuroscience. This interdisciplinary fusion has yielded numerous and diverse findings regarding the brain basis of this syndrome, which are discussed in this volume by leading researchers. Intervention approaches based on such researc |
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