02993oam 2200697I 450 991079009790332120230721014052.01-136-87458-51-283-10526-897866131052641-136-87459-30-203-83800-910.4324/9780203838006 (CKB)2670000000081879(EBL)668537(OCoLC)714374312(SSID)ssj0000470060(PQKBManifestationID)11316251(PQKBTitleCode)TC0000470060(PQKBWorkID)10528060(PQKB)11673853(MiAaPQ)EBC668537(Au-PeEL)EBL668537(CaPaEBR)ebr10462635(CaONFJC)MIL310526(EXLCZ)99267000000008187920180706d2009 uy 0engur|n|---|||||txtccrHow 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 McCardleNew York ;London :Psychology Press,2009.1 online resource (379 p.)The extraordinary brain series ;10"This volume marks the 10th symposium in the Extraordinary Brain Series"--p. xiv.1-138-99176-7 1-84872-843-3 Includes bibliographical references and indexes.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.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 researcExtraordinary brain series ;10.Reading, Psychology ofReadingPhysiological aspectsCognition in childrenDyslexiaReading, Psychology of.ReadingPhysiological aspects.Cognition in children.Dyslexia.418/.4019McCardle Peggy D1138630Pugh Ken1486538MiAaPQMiAaPQMiAaPQBOOK9910790097903321How children learn to read3706042UNINA