Download or read book Neuropsychology of Language Reading and Spelling written by Ursula Kirk and published by Elsevier. This book was released on 2012-12-02 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: Neuropsychology of Language, Reading, and Spelling explores the many neural systems and subsystems that contribute to the production and comprehension of oral and written language. This book is organized into five parts encompassing 12 chapters that emerged from the 1980 International Conference on the Neuropsychology of Language, Reading, and Spelling, sponsored by the Program in Neurosciences and Education at Teachers College, Columbia University. This conference highlights the neurological and behavioral interrelatedness of language, reading, and spelling. After briefly dealing with the cognitive and language development, as well as learning to read and to spell as instances of acquiring skill, this book goes on discussing the activity of the learner in the development skill, the influence of interacting forces in the developing nervous systems, and the role of peripheral mechanisms in the development of speech and language. A chapter examines the central integrative mechanisms, specifically the electrophysiological research with infants on the dependence of language perception on multidimensional, complexes processes, and not solely as a left- or right-hemisphere task. This chapter also provides evidence of discrete localization of language processes within the dominant hemisphere at both cortical and subcortical levels. The final four chapters are devoted to an analysis of developmental disorders from the varied perspectives of neurology, linguistics, neuropsychology, and education. This book will be of value to neuropsychologists and developmental biologists.
Download or read book Learning to Spell written by Charles A. Perfetti and published by Routledge. This book was released on 1997-08-01 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.
Download or read book Reading and Spelling written by Charles Hulme and published by Routledge. This book was released on 2012-12-06 with total page 550 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume includes chapters by a number of leading researchers in the area of reading and spelling development. They review what is currently known about both normal and impaired development of decoding, comprehension, and spelling skills. They also consider recent work on the remediation of reading and spelling difficulties in children and discuss effective remedial strategies.
Download or read book Reading Complex Words written by Egbert M.H. Assink and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book brings together current research findings on the involvement of word-internal structure for the purpose of word reading (especially morphological structure). The central theme of reading complex words is approached from several angles, such that the chapters span a wide variety of topics where this issue is important. It is a valuable resource for all researchers studying the mental lexicon and to those who teach advanced courses in the psychology of language.
Download or read book Written Language Disorders written by R.M. Joshi and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although anecdotal reports of loss of once-acquired reading ability was noticed in the individuals who had sustained brain damage as early as the year AD. 30, systematic enquires of alexia were not undertaken until the latter part of the nineteenth century. The two anatomo-pathological studies carried out by Dejerine in 1891 and 1892 mark the beginning of scholarly investigation of reading failure. Interestingly, the study of de velopmental reading disability also began to receive attention at about the same time when Pringle Morgan described the case of a 14-year-old boy who had great difficulty in reading and writing. Since then sporadic reports of developmental reading-writing failure began to appear in medi cal and educational journals even though such investigation went on at an unhurried pace. In the past two decades, however, the situation has changed enormously and hundreds of articles that have investigated developmental and acquired cognitive disabilities have been published. Disorders of spoken language and written language are two areas that have been extensively addressed by these articles. Those who study disorders of language come from a wide variety of backgrounds and their reports are also published in a variety of journals. The purpose of the present volume is to bring some important research findings of written language disorders together and present them in a coherent format. In Chapter 1, Joshi and Aaron challenge the validity of the notion of the putative "poor speller but good reader'.
Download or read book The Handbook of Adult Language Disorders written by Argye E. Hillis and published by Psychology Press. This book was released on 2013-05-13 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: This distinctive handbook is a key reference for both clinicians and researchers working in the scientific investigation of aphasia. The focus is on how the study of acquired language disorders has contributed to our understanding of normal language and its neural substrates, and to the clinical management of language disorders. The handbook is unique in that it reviews studies from the major disciplines in which aphasia research is conducted - cognitive neuropsychology, linguistics, neurology, neuroimaging, and speech-language pathology - as they apply to each topic of language. For each language domain (such as reading), there is a chapter devoted to theory and models of the language task, a chapter devoted to the neural basis of the language task (focusing on recent neuroimaging studies) and a chapter devoted to clinical diagnosis and treatment of impairments in that domain.
Download or read book Brain Words written by J. Richard Gentry and published by . This book was released on 2019-02-07 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Gentry and Ouellette are cannonballing into the reading research pool, they're making waves, and these waves are moving the field of reading forward." --From the foreward by Mark Weakland, Super Spellers The past two decades have brought giant leaps in our understanding of how the brain works. But these discoveries--and all their exciting implications--have yet to make their way into most classrooms. With the concise and readable BrainWords, you will learn how children's brains develop as they become readers and discover ways you can take concrete steps to promote this critical developmental passage. Introducing their original, research-based framework of "brain words"--dictionaries in the brain where students store and automatically access sounds, spellings, and meanings--the authors offer a wealth of information that will transform your thinking and practice: Up-to-date knowledge about reading and neurological circuitry, including evidence that spelling is at the core of the reading brain Tools to recognize what works, what doesn't, and why Practical classroom activities for daily teaching and student assessment Insights about what brain research tells us about whole language and phonics-first movements Deepened understanding of dyslexia through the enhanced lens of brain science With the insights and strategies of BrainWords, you can meet your students where they are and ensure that more of them read well, think well, and write well.
Download or read book The Neuropsychology of Reading Disorders written by Steven G. Feifer and published by School Neuropsych Press LLC. This book was released on 2000 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Basic Functions of Language Reading and Reading Disability written by Evelin Witruk and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 392 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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).
Download or read book Neurolinguistic Approach to Reading written by Carol A. Kamara and published by Plural Publishing. This book was released on 2015-02-25 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Varieties of Orthographic Knowledge written by V.W. Berninger and published by Springer Science & Business Media. This book was released on 2013-03-09 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: The role of orthography in reading and writing is not a new topic of inquiry. For example, in 1970 Venezky made a seminal contribution with The Structure of English Orthography in which he showed how both sequential redundancy (probable and permissible letter sequences) and rules of letter-sound correspondence contribute to orthographic structure. In 1980 Ehri introduced the concept of orthographic images, that is, the representation of written words in memory, and proposed that the image is created by an amalgamation of the word's orthographic and phonological properties. In 1981 Taylor described the evolution of orthographies in writing systems-from the earliest logographies for pictorial representation of ideas to syllabaries for phonetic representation of sounds to alphabets for phonemic representation of sounds. In 1985 Frith proposed a stage model for the role of orthographic knowledge in development of word recognition: Initially in the logographic stage a few words can be recognized on the basis of partial spelling information; in the alphabetic stage words are. recognized on the basis of grapheme-phoneme correspondence; in the orthographic stage spelling units are recognized automatically without phonological mediation. For an historical overview of research on visual processing of written language spanning the earliest records of writing to the early work in experimental psychology, see Venezky (1993).
Download or read book Reading And Writing Acquisition written by Virginia W Berninger and published by Routledge. This book was released on 2019-07-11 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses the theoretical rationale for the research on reading and writing from a developmental neuropsychological perspective. It reviews current research on the structural and functional development of the brain with respect to reading and writing acquisition.
Download or read book Handbook of Clinical Child Neuropsychology written by Cecil R. Reynolds and published by Springer. This book was released on 2013-12-19 with total page 590 pages. Available in PDF, EPUB and Kindle. Book excerpt: The past decade has brought important advances in our understanding of the brain, particularly its influence on the behavior, emotions, and personality of children and adolescents. In the tradition of its predecessors, the third edition of the Handbook of Clinical Child Neuropsychology enhances this understanding by emphasizing current best practice, up-to-date science, and emerging theoretical trends for a comprehensive review of the field. Along with the Handbook’s impressive coverage of normal development, pathology, and professional issues, brand-new chapters highlight critical topics in assessment, diagnostic, and treatment, including, The role and prevalence of brain dysfunction in ADHD, conduct disorder, the autistic spectrum, and other childhood disorders; The neuropsychology of learning disabilities; Assessment of Spanish-speaking children and youth; Using the PASS (planning, attention, simultaneous, successive) theory in neurological assessment; Forensic child neuropsychology; Interventions for pediatric coma. With singular range, timeliness, and clarity, the newly updated Handbook of Clinical Child Neuropsychology reflects and addresses the ongoing concerns of practitioners as diverse as neuropsychologists, neurologists, clinical psychologists, pediatricians, and physical and speech-language therapists.
Download or read book The Handbook of the Neuropsychology of Language written by Miriam Faust and published by John Wiley & Sons. This book was released on 2015-06-15 with total page 1058 pages. Available in PDF, EPUB and Kindle. Book excerpt: This handbook provides a comprehensive review of new developments in the study of the relationship between the brain and language, from the perspectives of both basic research and clinical neuroscience. Includes contributions from an international team of leading figures in brain-language research Features a novel emphasis on state-of-the-art methodologies and their application to the central questions in the brain-language relationship Incorporates research on all parts of language, from syntax and semantics to spoken and written language Covers a wide range of issues, including basic level and high level linguistic functions, individual differences, and neurologically intact and different clinical populations
Download or read book The Neuropsychology of Everyday Life Issues in Development and Rehabilitation written by David E. Tupper and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: For a period of some fifteen years following completion of my internship training in clinical psychology (1950-1951) at the Washington University School of Medicine and my concurrent successful navigation through that school's neuroanatomy course, clinical work in neuropsychology for me and the psychologists of my generation consisted almost exclusively of our trying to help our physician colleagues differentiate patients with neurologic disorders from those with psychiatric disorders. In time, experience led all of us from the several disciplines involved in this enterprise to the conclusion that the crude diagnostic techniques available to us circa 1945-1965 had garnered little valid information on which to base such complex, differential diagnostic decisions. It now is gratifying to look back and review the remarkable progress that has occurred in the field of clinical neuropsychology in the four decades since I was a graduate student. In the late 1940s such pioneers as Ward Halstead, Alexander Luria, George Yacorzynski, Hans-Lukas Teuber, and Arthur Benton already were involved in clinical studies that, by the late 1960s, would markedly have improved the quality of clinical practice. However, the only psychological tests that the clinical psychologist of my immediate post Second Wodd War generation had as aids for the diagnosis of neurologically based conditions involving cognitive deficit were such old standbys as the Wechsler-Bellevue, Rorschach, Draw A Person, Bender Gestalt, and Graham Kendall Memory for Designs Test.
Download or read book Phonological Skills and Learning to Read written by Usha Goswami and published by Psychology Press. This book was released on 2016-05-19 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this classic edition of their ground-breaking work, Usha Goswami and Peter Bryant revisit their influential theory about how phonological skills support the development of literacy. The book describes three causal factors which can account for children’s reading and spelling development: pre-school phonological knowledge of rhyme and alliteration the impact of alphabetic instruction on knowledge about phonemes links between early spelling and later reading. This classic edition includes a new introduction from the authors which evaluates research from the past 25 years. Examining new evidence from auditory neuroscience, statistical modelling and orthographic database analyses, as well as new data from cognitive developmental psychology and educational studies, the authors consider how well their original ideas have stood up to the test of time. Phonological Skills and Learning to Read will continue to be essential reading for students and researchers in language and literacy development, and those involved in teaching children to read.
Download or read book Understanding and Teaching Reading written by Emerald Dechant and published by Routledge. This book was released on 2013-09-13 with total page 535 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the words of Aldous Huxley, "Every man who knows how to read has it in his power to magnify himself, to multiply the ways in which he exists, to make his life full, significant and interesting." Few people question the value of reading; in fact, most extol its virtues. As our culture becomes more complex, reading plays an increasingly greater role in satisfying personal needs and in promoting social awareness and growth. In the last 20 years, the teaching of this invaluable skill has focused so intensely on comprehension and prediction from context that it has lost sight of the significance of automaticity and fluency in the word-identification process. Reading is a synthesis of word recognition and comprehension; thus, this text is about these basic processes and their integration. A common plea from teachers today is that research and psychology be translated into teaching behavior. Therefore, the aim of this book is twofold: one, to identify, report, organize, and discuss those bits of data, research and theory that are most relevant to the teacher's understanding of the reading process; and two, to help educators to interpret and apply theory and research data to everyday classroom teaching, as well as to the problems encountered frequently in developmental and remedial teaching.
