LEADER 05754nam 22006014a 450 001 9910783611603321 005 20230617041154.0 010 $a1-135-42274-5 010 $a1-280-24353-8 010 $a9786610243532 010 $a0-203-46344-7 035 $a(CKB)1000000000249365 035 $a(EBL)182082 035 $a(OCoLC)276790801 035 $a(SSID)ssj0000142185 035 $a(PQKBManifestationID)11152442 035 $a(PQKBTitleCode)TC0000142185 035 $a(PQKBWorkID)10096194 035 $a(PQKB)10839607 035 $a(MiAaPQ)EBC182082 035 $a(Au-PeEL)EBL182082 035 $a(CaPaEBR)ebr10162812 035 $a(CaONFJC)MIL24353 035 $a(EXLCZ)991000000000249365 100 $a20031201d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDyslexia, reading, and the brain$b[electronic resource] $ea sourcebook of psychological and biological research /$fAlan A. Beaton 205 $a1st ed. 210 $aHove, East Sussex ;$aNew York $cPsychology Press$d2004 215 $a1 online resource (444 p.) 300 $aDescription based upon print version of record. 311 $a0-415-64910-2 311 $a1-84169-506-8 320 $aIncludes bibliographical references (p. 263-324) and indexes. 327 $aPt. I. The cognitive context . What is dyslexia? Introduction ; The concept of dyslexia ; Dyslexia and IQ ; Dyslexics versus poor readers ; Is dyslexia part of a continuum of reading ability? ; One hump or two? -- The theoretical context of normal reading development. Theoretical approaches to reading ; Stage theories of reading development -- The development of reading: the role of phonological awareness. Knowledge of letter names and sounds ; The assessment of phonological awareness ; The relation between phonological awareness and reading ; The self-teaching hypothesis ; On rhymes and rimes ; The role of analogy in children's reading ; The clue-word studies ; Rhyme versus phonemic segmentation in early reading: the small- versus large-unit debate -- Phonological awareness, phonological recoding and dyslexia. The phonological deficit hypothesis of dyslexia ; Phonological recoding in dyslexia ; Intervention studies ; Phonological awareness and verbal memory ; Sight reading of whole words ; Are there sub-types of dyslexia? ; Reading in orthographically transparent and opaque languages: the orthographic depth hypothesis -- The general language context. Poor comprehenders ; reading and general language ability ; Naming deficits in dyslexia ; Articulation problems in dyslexia ; Developmental language delay (specific language impairment) and dyslexia -- Auditory perception, the temporal processing deficit hypothesis and motor skills. Speech perception and reading difficulties ; Electrophysiological indices of auditory processing impairment in dyslexia ; Temporal order and reading ; Temporal aspects of speech perception ; The temporal processing deficit hypothesis of dyslexia ; More on temporal processing: psychophysical and electrophysiological studies of auditory perception in relation to reading ; Correlations between temporal aspects of auditory and visual functions and reading ; Motor deficits in dyslexia ; The automization deficit hypothesis ; The cerebellar deficit hypothesis. 327 $aPt. II: The biological context. Biological aspects of dyslexia. Genetic factors in reading disability ; Genetics and definitions of dyslexia ; Genetics and normal variation in reading and language ability ; Gyral patterns -- Laterality, dyslexia and hormones. Mirror-writing and mirror reading ; Handedness and crossed hand-eye dominance ; Is left-handedness sinister? ; Left-handedness and dyslexia ; Pathological left-handedness ; Cerebral laterality and reading ; The hormonal theory of dyslexia -- Neuro-anatomic aspects of dyslexia. Broca's area ; The planum temporale ; Interhemispheric transfer and the corpus callosum ; Bimanual coordination deficits in dyslexia: the callosal deficit hypothesis ; Morphology of the corpus callosum in dyslexia ; Beyond the cortex -- Functional brain imaging and reading. Positron emission tomography ; Functional magnetic resonance imagery ; PET studies and dyslexia ; fMRI studies and dyslexia ; Further neuro-electric techniques ; The cerebellum and dyslexia -- Visual aspects of dyslexia. Visuo-perceptual factors in reading and dyslexia ; Eye movements and dyslexia ; Orthoptic and binocular factors in reading ; The use of coloured lenses and overlays in reading ; Retinal factors in dyslexia -- The magnocellular deficit hypothesis. The magnocellular sub-division of the visual system ; Dyslexia and the magno system -- Concluding comments. Who is dyslexic? ; What causes dyslexia? 330 $aDespite the wealth of literature available on the subject of dyslexia, there is little that explores the subject beyond a single theoretical framework. The need for a comprehensive review of the literature by both researchers and practitioners from different fields and theoretical backgrounds is the central motivation behind Dyslexia, Reading and the Brain. By combining the existing fragmented and one-sided accounts, Alan Beaton has created a sourcebook that provides the much-needed basis for a more integrated and holistic approach to dyslexia.The book is divided into two sections: th 606 $aDyslexia 615 0$aDyslexia. 676 $a616.85/53 686 $a80.26$2bcl 700 $aBeaton$b Alan$0778606 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783611603321 996 $aDyslexia, Reading and the Brain$91690180 997 $aUNINA