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100   $a20180706d2009      uy         0
101 0 $aeng
135   $aur|n|---|||||
181   $ctxt
182   $cc
183   $acr
200 00$aHow children learn to read $ecurrent issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice /$fedited by Ken Pugh and Peggy McCardle
205   $a1st ed.
210   $aNew York ;$aLondon $cPsychology Press$d2009
210  1$aNew York ;$aLondon :$cPsychology Press,$d2009.
215   $a1 online resource (379 p.)
225 1 $aThe extraordinary brain series ;$v10
300   $a"This volume marks the 10th symposium in the Extraordinary Brain Series"--p. xiv.
311 08$a1-138-99176-7 
311 08$a1-84872-843-3 
320   $aIncludes bibliographical references and indexes.
327   $asection 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.
330   $aThis book brings together in one volume information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. In recent years, research on assessment and treatment of reading disability (dyslexia) has become a magnet for the application of new techniques and technologies from neuroscience, cognitive psychology, and cognitive neuroscience. This interdisciplinary fusion has yielded numerous and diverse findings regarding the brain basis of this syndrome, which are discussed in this volume by leading researchers. Intervention approaches based on such researc
410  0$aExtraordinary brain series ;$v10.
606   $aReading, Psychology of
606   $aReading$xPhysiological aspects
606   $aCognition in children
606   $aDyslexia
615  0$aReading, Psychology of.
615  0$aReading$xPhysiological aspects.
615  0$aCognition in children.
615  0$aDyslexia.
676   $a418/.4019
701   $aMcCardle$b Peggy D$01138630
701   $aPugh$b Ken$01883125
801  0$bMiAaPQ
801  1$bMiAaPQ
801  2$bMiAaPQ
906   $aBOOK
912   $a9910973084703321
996   $aHow children learn to read$94498966
997   $aUNINA