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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
| 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 |
| Pubbl/distr/stampa | New York ; ; London : , : Psychology Press, , 2009 |
| Descrizione fisica | 1 online resource (379 p.) |
| Disciplina | 418/.4019 |
| Altri autori (Persone) |
McCardlePeggy D
PughKen |
| Collana | The extraordinary brain series |
| Soggetto topico |
Reading, Psychology of
Reading - Physiological aspects Cognition in children Dyslexia |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-10526-8
9786613105264 1-136-87459-3 0-203-83800-9 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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. |
| Record Nr. | UNINA-9910459806403321 |
| New York ; ; London : , : Psychology Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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
| 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 |
| Pubbl/distr/stampa | New York ; ; London : , : Psychology Press, , 2009 |
| Descrizione fisica | 1 online resource (379 p.) |
| Disciplina | 418/.4019 |
| Altri autori (Persone) |
McCardlePeggy D
PughKen |
| Collana | The extraordinary brain series |
| Soggetto topico |
Reading, Psychology of
Reading - Physiological aspects Cognition in children Dyslexia |
| ISBN |
1-136-87458-5
1-283-10526-8 9786613105264 1-136-87459-3 0-203-83800-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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. |
| Record Nr. | UNINA-9910790097903321 |
| New York ; ; London : , : Psychology Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
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
| 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 |
| Pubbl/distr/stampa | New York ; ; London : , : Psychology Press, , 2009 |
| Descrizione fisica | 1 online resource (379 p.) |
| Disciplina | 418/.4019 |
| Altri autori (Persone) |
McCardlePeggy D
PughKen |
| Collana | The extraordinary brain series |
| Soggetto topico |
Reading, Psychology of
Reading - Physiological aspects Cognition in children Dyslexia |
| ISBN |
1-136-87458-5
1-283-10526-8 9786613105264 1-136-87459-3 0-203-83800-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 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. |
| Record Nr. | UNINA-9910816446603321 |
| New York ; ; London : , : Psychology Press, , 2009 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||