Verfügbarkeit: How children learn to read

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

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Bibliographische Detailangaben
Format:	Buch
Sprache:	English
Veröffentlicht:	New York [u.a.] Psychology Press 2009
Schriftenreihe:	The extraordinary brain series Cognitive Psychology - Reading Disability
Schlagworte:	Reading, Psychology of Reading > Physiological aspects Cognition in children Dyslexia Dyslexie Neurobiologie Lesenlernen Aufsatzsammlung Konferenzschrift
Online-Zugang:	Inhaltsverzeichnis Klappentext
Beschreibung:	Includes bibliographical references and index
Beschreibung:	XXXIII, 343 S. Ill., graph. Darst.
ISBN:	9781848728431

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Datensatz im Suchindex

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adam_text	Contents Preface ................................................................................................................xiii Acknowledgments .............................................................................................xvii Contributors .......................................................................................................xix Introduction: 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 .................................................xxvii SECTION I Major Themes in the Study of the Neurobiology of Dyslexia Chapter 1 Mapping the Word Reading Circuitry in Skilled and Disabled Readers .............................................................................3 Stephen J. Frost, Rebecca Sandák, W. Einar Menci, Nicole Landi, Jay G. Rueckl, Leonard Katz, and Kenneth R. Pugh Behavioral Studies of Skilled Reading ...........................................4 Behavioral Studies of Reading Disability .......................................5 Functional Imaging Studies of Skilled Reading and Reading Development ....................................................................................6 Refining Our Account of Neurobiology of Skilled Word Recognition .....................................................................................7 Trade-Offs Between Phonology and Semantics .........................8 Adaptive Learning ......................................................................8 Functional Imaging Studies of Reading Disability .......................10 Evidence for Altered Circuits in Reading Disability ................10 Potentially Compensatory Processing in Reading Disability ..11 Neurobiological Effects of Reading Remediation With Children ....................................................................................12 Neurobiological Evidence for Plasticity in Adolescent Readers .....................................................................................12 Future Directions ...........................................................................14 Acknowledgments .........................................................................15 Note ...............................................................................................15 References .....................................................................................15 VI Contents Chapter 2 The Brain and Developmental Dyslexia: Genes, Anatomy, and Behavior ..................................................................................21 Glenn D. Rosen, Yu Wang, Christopher G. Fiondella, and Joseph J. LoTurco Introduction ...................................................................................21 Animal Models ..............................................................................23 The Genetics of Dyslexia and Neocortical Malformations ...........25 Candidate Dyslexia Susceptibility Genes and Neocortical Migration ..................................................................................26 Experimental Tests of Candidate Susceptibility Gene Function in Rodents ..................................................................27 Dyxlcl .................................................................................28 KiaaO319 ..............................................................................33 Dcdc2 ...................................................................................33 Summary .............................................................................34 Conclusions ...................................................................................34 References .....................................................................................36 Chapter 3 A Road Less Traveled: From Dyslexia Research Lab to School Front Lines; How Bridging the Researcher-Educator Chasm, Applying Lessons of Cerebrodiversity, and Exploring Talent Can Advance Understanding of Dyslexia .........43 Gordon F. Sherman with Carolyn D. Cowen Going From Research to Practice: Bridges Needed to Span the Chasm ......................................................................................44 Cerebrodiversity Model: An Evolutionary Perspective .................47 Dyslexia: By-product of Cerebrodiversity ................................49 Microscopic Lens ................................................................50 Evolutionary Lens ................................................................50 CD Model: Practical Considerations ........................................51 Dyslexia and Talents: Many Questions, Some Answers ...............53 Dyslexia-Talent Link Evidence: Thin but Intriguing ...............53 Why Study the Dyslexia-Talent Link? .....................................54 Lesson From Independent LD Schools: Do Not Neglect Strengths and Talents ................................................................56 Conclusion: An Eye-Opening Journey ..........................................58 Coda: Digital Audio Technologies Open Doors to Musical Composition and More .............................................................59 Acknowledgments .........................................................................60 Notes ..............................................................................................60 References .....................................................................................62 Contents SECTION II Methods and Took Chapter 4 Recent Methodological Advances in the Analysis of Developmental Data: An Introduction to Growth Mixture Models ...........................................................................................67 David J. Francis, Jack M. Fletcher, and Robin Morris Latent and Manifest Variables and the Concept of Specific Learning Disabilities .....................................................................67 Advances in Latent Variable Models ............................................72 Models With Categorical Latent Variables ..............................73 Combining Models: The General Growth Mixture Model ......78 Fitting and Evaluating Growth Mixture Models ......................82 Summary and Future Directions ...................................................84 Acknowledgments .........................................................................85 Notes ..............................................................................................85 References .....................................................................................86 Chapterő Tools for Multimodal Imaging ......................................................89 W. Einar Menci, Stephen J. Frost, and Kenneth R. Pugh A Study of Basic Speech Perception Using fMRI and MEG .......89 Relating Anatomic Connectivity and Functional Connectivity .... 92 Acknowledgments .........................................................................98 References .....................................................................................99 Chapter 6 Computational Modeling and the Neural Bases of Reading and Reading Disorders .................................................................101 Jay G. Rueckl and Mark S. Seidenberg Connectionism and Computational Modeling ............................102 Computational Principles ............................................................104 The Importance of Statistical Structure .................................104 The Division of Labor ............................................................105 Compensatory Learning .........................................................107 Learned Hidden Representations ...........................................108 The Triangle Model and the Neural Bases of Written Word Recognition ..................................................................................110 Interactions Between Phonology and Semantics .....................112 Learning-Related Changes in the Division of Labor ..............] 14 RoleofOT/VWFA ..................................................................117 Implications and Future Directions .............................................120 The Architecture of the Reading System ...............................120 viii Contents The Role of Morphological Structure ....................................121 Cross-Language Research ......................................................122 Dyslexia ..................................................................................123 Conclusion ...................................................................................125 Acknowledgments .......................................................................127 Notes ............................................................................................127 References ...................................................................................128 Chapter 7 The Devil Is in the Details: Decoding the Genetics of Reading ........................................................................................135 Elena L. Grigorenko and Adam J. Naples Replication or Nonreplication? ....................................................136 What Do SRD Candidate Genes Do? ..........................................140 A Set of Cautious Expectations for the Future .............................143 Acknowledgments .......................................................................146 Notes ............................................................................................146 References ....................................................................................147 SECTION III Neurobiologkai, Genetic, and Cognitive Aspects Chapter 8 Understanding the Nature of the Phonological Deficit ...............153 Franck Ramus and Gayaneh Szenkovits Exploring the Phonological Deficit .............................................154 In Search of a Locus ...............................................................155 Representation Versus Working Memory Processes ..............155 Universal or Hypernative Phonology? ....................................157 Phonological Grammar ..........................................................158 Unconscious Speech Processing and Lexical Access ............160 A New Hypothesis ........................................................................161 Discussion ....................................................................................162 Perspectives .................................................................................165 Acknowledgments .......................................................................165 References ...................................................................................165 Chapter 9 Visual Word Recognition: Insights From MEG and Implications for Developmental Dyslexia ....................................171 Piers L. Cornelissen Introduction ..................................................................................171 Contents ix Equivalent Current Dipole (ECD) Modeling ..............................172 Source Reconstruction With Synthetic Aperture Magnetometry (SAM) ..................................................................175 Lexical Decision ...........................................................................175 Comparing SAM With ECDs and fMRI .....................................176 Retinotopicity and Hemifield Presentations .................................178 Early Broca s Activation ..............................................................180 Virtual Electrode Analysis of Responses in Broca s Area, VWFA, and MOG .......................................................................182 Amplitude Domain Analysis: ERFs in Broca s Area, VWFA, and MOG .....................................................................................182 Frequency Domain Analysis: Spectrograms in Broca s Area and VWFA ..................................................................................185 Response Specificity: MOG and VWFA .....................................186 Response Specificity: IFG ...........................................................187 Implications for Developmental Dyslexia ...................................188 References ...................................................................................190 Chapter 10 Reading Comprehension: Cognition and Neuroimaging ............195 Laurie E. Cutting, Sarah H. Eason, Katherine M. Young, and Audrey L. Alberstadt Evidence for Multiple Processes Involved in Reading Comprehension ............................................................................195 Evidence From the Simple View of Reading: What and When ......................................................................................196 Good Word Recognition/Poor Reading Comprehension .......198 Fluency and Reading Comprehension ...............................199 Oral Language and Reading Comprehension ....................199 Executive Function and Reading Comprehension .............200 Contributions From Neuroimaging ........................................201 The Issue of Measurement ..........................................................204 Potential Explanations/Origins for Difficulties With Reading Comprehension ............................................................................205 Next Steps That May Help Frame Future Reading Comprehension Research ............................................................206 Note .............................................................................................209 References ...................................................................................209 Chapter 11 Reconciling Strong Genetic and Strong Environmental Influences on Individual Differences and Deficits in Reading Ability ..........................................................................................215 Richard Olson, Brian Byrne, and Stefan Samuelsson x Contents Introduction .................................................................................215 Twin Studies of Reading Disability .............................................217 Twin Studies of Individual Differences in Early Reading Development .................................................................................219 Results From the International Longitudinal Twin Study ......220 Developmental and Country Differences in the Etiology of Reading Ability ...............................................220 Teacher, School, and Parent Education Influences on Early Reading ....................................................................223 How Genes Influence Early Reading Development ..........226 Reconciling Strong Genetic and Strong Environmental Influences ....................................................................................228 Acknowledgments .......................................................................230 References ...................................................................................230 Chapter 12 Reading in Hebrew Versus Reading in English: Is There a Qualitative Difference? ...............................................................235 Ram Frost Hebrew and English: Orthographic Structure Versus Morphological Structure .............................................................236 The Effect of Prime-Target Orthographic Overlap ....................238 The Effect of Prime-Target Morphological Overlap ..................240 Processing Morphological Information in the Parafovea ...........243 The Impact of Letter Transposition .............................................245 Evidence From Reading Disorders ..............................................248 Summary and Conclusions ..........................................................249 Note .............................................................................................250 References ...................................................................................250 SECT/ON IV Intervention Chapter 13 Reading Remediation: State of the Art .......................................257 Barbara Foorman and Stephanie Al Otaiba Landmark Intervention Studies ...................................................257 Foorman and Colleagues ........................................................258 Vellutino and Colleagues ........................................................259 Torgesen and Colleagues ........................................................260 Remedial Interventions ...........................................................261 Effective Early Interventions .......................................................262 Mathes and Colleagues ...........................................................262 Contents xi Peer-Assisted Learning Strategies (PALS) ............................263 Reading Recovery ..................................................................264 Interventions Delivered by Community Volunteers ...............265 Prior Tutoring Research ..........................................................265 Current Tutoring Research .....................................................266 Sound Partners ...................................................................266 Tutor-Assisted Intensive Learning Strategies (TAILS) .....267 Start Making a Reader Today (SMART) ...........................268 Summary of Characteristics Necessary and Sufficient for Positive Student Response ......................................................268 Conclusion ...................................................................................269 Acknowledgments .......................................................................270 References ...................................................................................271 Chapter 14 Remediation of Reading Difficulties in English-Language Learning Students .......................................................................275 Linda S. Siegel Introduction .................................................................................275 Method ........................................................................................276 Participants .............................................................................276 Design and Tasks ....................................................................276 Kindergarten Measures .....................................................276 Grade 6 Measures ..............................................................278 Procedure ....................................................................................280 District Reading Program .......................................................280 Results .........................................................................................281 Discussion ....................................................................................283 Summary .....................................................................................285 Acknowledgments .......................................................................286 References ...................................................................................286 Chapter 15 How the Origins of the Reading Brain Instruct Our Knowledge of Reading Intervention ...........................................289 Maryanne Wolf, Stephanie Gottwald, Wendy Galante, Elizabeth Norton, and Lynne Miller The Origins of the Reading Brain ...............................................290 The Development of Reading in the Child ..................................291 Evolutionary Implications for Theories of Reading Intervention .................................................................................293 References ...................................................................................298 xii Contents Conclusion: Integration of Methodologies in Cognitive Neuroscience — Research, Planning, and Policy ..........................................301 Kenneth R. Pugh and Peggy McCardle Summary of Major Themes Raised by Presentations .......................................302 Next Steps: A Summary ...................................................................................306 New Generation of Epidemiological Studies With Integrated Genetics- Brain-Behavior Designs Across Age Ranges ..............................................306 Renewed Focus on Definitions .....................................................................308 Integration of Laboratory Research and Classroom Instruction ..................309 References ..........................................................................................................310 Author Index .....................................................................................................313 Subject Index ....................................................................................................331 This book brings together in one volume information about the neuro- biological, 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 research are presented. The book also calls for research in specific directions, to encourage the field to continue moving into the bold frontier of how the brain reads. The volume is essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability, and also commemorates the tenth anniversary of the Extraordinary Brain Conferences hosted by The Dyslexia Foundation.
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title	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
title_auth	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
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title_fullStr	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 ed. by Ken Pugh ...
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title_sort	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
title_sub	current issues and new directions in the integration of cognition, neurobiology, and genetics of reading and dyslexia research and practice
topic	Reading, Psychology of Reading Physiological aspects Cognition in children Dyslexia Dyslexie (DE-588)4150943-2 gnd Neurobiologie (DE-588)4041871-6 gnd Lesenlernen (DE-588)4123640-3 gnd
topic_facet	Reading, Psychology of Reading Physiological aspects Cognition in children Dyslexia Dyslexie Neurobiologie Lesenlernen Aufsatzsammlung Konferenzschrift
url	http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018007608&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018007608&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT pughkenneth howchildrenlearntoreadcurrentissuesandnewdirectionsintheintegrationofcognitionneurobiologyandgeneticsofreadinganddyslexiaresearchandpractice

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