Basic Functions of Language Reading and Reading Disability

The book grew out of the Basic Mechanisms of Language and Language Disorders conference (Leipzig, Sept. 1999).

Author: Evelin Witruk

Publisher: Springer Science & Business Media

ISBN: 9781461510116

Category: Psychology

Page: 377

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This highly interdisciplinary project presents new results and the state of the art of knowledge in the psychology and neurophysiology of language, reading and dyslexia. It concentrates on basic cognitive functions of understanding and producing language and disorders within its spoken and written execution. The book grew out of the Basic Mechanisms of Language and Language Disorders conference (Leipzig, Sept. 1999).

Reading and Dyslexia

Neocortical disruption and behavioral impairments in rats following in utero RNAi of candidate dyslexia risk gene KIAA0319. ... Lachmann (Eds.), Basic functions of language, reading and reading disability.

Author: Thomas Lachmann

Publisher: Springer

ISBN: 9783319908052

Category: Education

Page: 339

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In this volume a group of well-known experts of the field cover topics ranging from basic visual and auditory information processing to higher order cognition in reading and dyslexia, from basic research to remediation approaches and from well-established theories to new hypotheses about reading acquisition and causes for its failure. Reading is one of the most intriguing feats human evolution ever came up with. There is no evolutionary basis for reading as such; reading is secondary to language and the result of a complex skill acquisition at the end of which almost all pre-existing cognitive functions are mobilized. With the right instruction and practice most people learn this skill smoothly. Some, however, have problems, despite same opportunities and general cognitive abilities. This developmental dyslexia results from a neuro developmental disorder leading to deficits in reading relevant information processing. But what deficits are these, and can they be trained?

The Impact of Learning to Read on Visual Processing

Reading disability as a deficit in functional coordination and information integration,” in Basic Functions of Language, Reading and Reading Disability, eds E. Witruk, A. D. Friederici, and T. Lachmann (Boston: Kluwer / Springer), ...

Author: Tânia Fernandes

Publisher: Frontiers Media SA

ISBN: 9782889197163

Category:

Page:

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Reading is at the interface between the vision and spoken language domains. An emergent bulk of research indicates that learning to read strongly impacts on non-linguistic visual object processing, both at the behavioral level (e.g., on mirror image processing – enantiomorphy) and at the brain level (e.g., inducing top-down effects as well as neural competition effects). Yet, many questions regarding the exact nature, locus, and consequences of these effects remain hitherto unanswered. The current Special Topic aims at contributing to the understanding of how such a cultural activity as reading might modulate visual processing by providing a landmark forum in which researchers define the state of the art and future directions on this issue. We thus welcome reviews of current work, original research, and opinion articles that focus on the impact of literacy on the cognitive and/or brain visual processes. In addition to studies directly focusing on this topic, we will consider as highly relevant evidence on reading and visual processes in typical and atypical development, including in adult people differing in schooling and literacy, as well as in neuropsychological cases (e.g., developmental dyslexia). We also encourage researchers on nonhuman primate visual processing to consider the potential contribution of their studies to this Special Topic.

Dyslexia An Introduction to Learning Disorder

Language as an evolving word web, Proceedings ofThe Royal Society of London. Series B, Biological Sciences. ... In E.Witruk, A.D. Friederici and T. Lachman (Eds.), Basic Functions of Language, Reading, and Reading Disability, 165-198.

Author: Gopal

Publisher: Tata McGraw-Hill Education

ISBN: 9781259026782

Category: Dyslexia

Page: 304

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Identifying Assessing and Treating Dyslexia at School

Reading disability as a deficit in functional coordination. In E. Witruk, A. D. Friederici, & T. Lachmann (Eds.), Basic functions of language, reading, and reading disability (pp. 165–198). Boston: Kluwer Academic Publishers.

Author: Catherine Christo

Publisher: Springer Science & Business Media

ISBN: 0387886001

Category: Psychology

Page: 152

View: 818

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As many as one in four children experiences problems with reading. Dyslexia, the most common learning disability leads to well-documented negative effects on school and, ultimately, adult success. Therefore, it is critical that school professionals provide early and effective assessment and intervention. Identifying, Assessing, and Treating Dyslexia at School equips practitioners with in-depth understanding of the disorder and a wealth of practical information for meeting student needs. This volume: Reviews up-to-date findings on dyslexia – causes, prevalence, and related conditions. Provides research-based tools for identifying and addressing dyslexia. Offers a detailed framework for case finding and screening, diagnostic and psychoeducational assessment as well as age- and grade-appropriate intervention. Explains the roles and responsibilities of school psychologists when it comes to identifying students with dyslexia. Focuses solely on dyslexia, unlike most other books on learning disabilities. As the duties of school psychologists and related education professionals become more complex, recognizing and providing services for students with learning disorders has become progressively more demanding. Identifying, Assessing, and Treating Dyslexia at School offers practitioners an accessible and easy-to-read reference that they will use for years to come.

Advances in Cognitive Science

In Karanth, P. and Joe Rozario (eds), Learning Disabilities in India: Willing the Mind to Learn (pp. 17–29). ... In E Witruk., A.D. Friederici, and T. Lachman, (eds), Basic Functions of Language, Reading, and Reading Disability (pp.

Author: Narayanan Srinivasan

Publisher: SAGE Publications India

ISBN: 9788132100157

Category: Psychology

Page: 480

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Since the coinage of the term by scientist H Christopher Longuet-Higgins in 1973, Cognitive Science has become a fast growing field of study worldwide, comprising cross-linkages of disciplines like psychology, neuroscience, computer science, linguistics and philosophy. With contributions from eminent scientists from around the globe, Advances in Cognitive Science: Volume 1 covers various sub-disciplines of this study area like Cognitive Processes, Cognitive Neuroscience, Computational Modeling, Cognitive Development and Intervention, Culture and Cognition, and Consciousness. The often neglected issues of culture and cognition, and consciousness are also discussed in detail. The book presents recent findings and current challenges in the all these areas and also highlights the current trends in the major sub-disciplines. It will be invaluable for researchers, faculty, students and scientists working in the field of Cognitive Science.

Students with Both Gifts and Learning Disabilities

Basic Functions of Language, Reading and Reading Disability. 2002 K. Hugdahl (ed.): Experimental Methods in Psychology E.M.H. Assink and D. Sandra (eds.): Reading Complex Words: Cross-Language Studies V. Csépe (ed.). Dyslexia: Different ...

Author: Tina A. Newman

Publisher: Springer Science & Business Media

ISBN: 9781441991164

Category: Psychology

Page: 256

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We were motivated to edit this book when we began to hear stories of exceptional students who were struggling with reading, writing, or math, but who could solve seemingly any problem with computers, or build the most intricate structures with Legos, or could draw beautiful pictures, or could tell the most creative stories but ended up in tears when asked to write it out. How is it possible to have so much talent in some areas and yet to appear to have a disability in another? What resources are available for these students? How can we ensure that these students' abilities are nurtured and developed? Our goal in this book is to provide ideas and possibly even tentative answers for educators and to stimulate more questions to be answered by researchers. We have ourselves been addressing related questions for some time. Our group at the PACE Center at Yale has explored the developmentof abilities, competencies and expertise that allow people to be successful in life. Through this work, we have collaborated with school districts and other educators and researchers across the country to expand the notion ofwhat is traditionally thought ofas intelligence. We use the conceptofsuccessful intelligence to allow for the possibility that the skills traditionally taught in school are not the only ones, and often not even the most important ones, that allow people to be successful in the world.

Language and Literacy Development Second Edition

A longitudinal investigation of the role of quantity and quality of child-directed speech in vocabulary ... In E. Witruk, A. D. Friederici, & T. Lachmann (Eds.), Basic functions of language, reading, and reading disability (pp.

Author: James P. Byrnes

Publisher: Guilford Publications

ISBN: 9781462540051

Category: Education

Page: 464

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This established text--now revised and updated--reveals how spoken language skills are acquired and how they affect children’s later reading and writing achievement. With a unique focus on the needs of educators, the book examines the foundations of language in the developing brain. It explores the relationship of language processes to core literacy skills and probes the impact of motivational and sociocultural factors on children’s learning. Implications of developmental knowledge for classroom instruction are highlighted, and effective practices reviewed. Revealing vignettes, clear explanations of research, and lists of “main ideas” enhance the text’s accessibility for preservice teachers. New to This Edition *Chapter on emergent literacy and the predictors of reading success. *Incorporates the latest research, including findings from key longitudinal studies. *Increased attention to English learners, low-income children, and children with disabilities. *Updated and expanded topics, including usage-based theories of language acquisition, morphological knowledge in vocabulary and comprehension, phonological processing skills, and writing development.

Handbook of the Neuroscience of Language

bases of imitation, its connections to language development and relationships, and how early imitative deficits in autism might help to explain the more overt social and ... Basic functions of language, reading and reading disability.

Author: Brigitte Stemmer

Publisher: Academic Press

ISBN: 9780080564913

Category: Language Arts & Disciplines

Page: 512

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In the last ten years the neuroscience of language has matured as a field. Ten years ago, neuroimaging was just being explored for neurolinguistic questions, whereas today it constitutes a routine component. At the same time there have been significant developments in linguistic and psychological theory that speak to the neuroscience of language. This book consolidates those advances into a single reference. The Handbook of the Neuroscience of Language provides a comprehensive overview of this field. Divided into five sections, section one discusses methods and techniques including clinical assessment approaches, methods of mapping the human brain, and a theoretical framework for interpreting the multiple levels of neural organization that contribute to language comprehension. Section two discusses the impact imaging techniques (PET, fMRI, ERPs, electrical stimulation of language cortex, TMS) have made to language research. Section three discusses experimental approaches to the field, including disorders at different language levels in reading as well as writing and number processing. Additionally, chapters here present computational models, discuss the role of mirror systems for language, and cover brain lateralization with respect to language. Part four focuses on language in special populations, in various disease processes, and in developmental disorders. The book ends with a listing of resources in the neuroscience of language and a glossary of items and concepts to help the novice become acquainted with the field. Editors Stemmer & Whitaker prepared this book to reflect recent developments in neurolinguistics, moving the book squarely into the cognitive neuroscience of language and capturing the developments in the field over the past 7 years. History section focuses on topics that play a current role in neurolinguistics research, aphasia syndromes, and lesion analysis Includes section on neuroimaging to reflect the dramatic changes in methodology over the past decade Experimental and clinical section reflects recent developments in the field

Advances in Cognitive Science Volume 2

phonological word recognition processes: an underlying factor in dyslexia', Reading and Writing: An Interdisciplinary Journal, ... A. D. Friederici, and T. Lachman (eds), Basic Functions of Language, Reading, and Reading Disability, pp.

Author: Narayanan Srinivasan

Publisher: SAGE Publishing India

ISBN: 9789386042118

Category: Psychology

Page: 316

View: 267

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This is the second volume containing high quality succinct papers covering current challenges in cognitive science linking it up with different interfacing disciplines like psychology, neuroscience, computer science, linguistics and philosophy. Four different sections have highlighted the important domains of learning and memory, perception and attention, time perception and language, and cognition and development. The first section focuses on basic cognitive processes of learning and memory including simple associative processes, spatial memory, sequence learning, and implicit learning. The next section focuses on vision and attention, focusing on multisensory spatial perception, basic attentional processes, and modeling of attention. The third section dwells on time perception, covering behavioural and neural studies. And the last section on language, cognition, and development includes chapters on both normal and abnormal development, especially focusing on language development and related cognitive abilities. The book will act as a supplementary reading material for courses on computational modeling, cognitive neuroscience, culture and cognition, cognitive development, psycholinguistics, attention, and perception. It would also interest R&D of IT companies working in the areas of human-computer interaction, artificial intelligence, and robotics, and companies involved in human factors engineering.