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 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 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 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 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 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 188 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 Brain Words written by J. Richard Gentry and published by Taylor & Francis. This book was released on 2023-10-10 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.In Brain Words: How the Science of Reading Informs Teaching , authors J. Richard Gentry and Gene Ouellette, bring their original, research-based framework of brain words dictionaries in the brain where students store and automatically access sounds, spellings, and meaning. This book aims to fill the gap between the science of reading and classroom instruction by providing up-to-date knowledge about reading and neurological circuitry, including evidence that spelling is at the core of the reading brain.Brain Words will show how children's brains develop as they become readers and discover ways you can take concrete steps to promote this critical developmental passage, including: Incorporating tools to recognize what works, what doesn't, and whyPractical classroom activities for daily teaching and student assessmentInsights about what brain research tells us about whole language and phonics-first movementsDeepened understanding of dyslexia through the enhanced lens of brain scienceWith the insights and strategies of Brain Words , you can meet your students where they are and ensure they gain confidence as readers, spellers, and writers.
Download or read book Brain Words written by J. Richard Gentry and published by Taylor & Francis. This book was released on 2024-11-28 with total page 193 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 foreword by Mark Weakland, Super Spellers "In this second edition, the authors have written a practical and fascinating resource that helps connect the theory and research of the neurological reading circuitry to classroom practice." —Molly Ness, teacher educator, author, consultant A lot has changed since the original publication of Brain Words. The first edition was very much a call for change, and change has indeed happened! While the science of reading has made real and substantive change within education, there unfortunately remain too many misunderstandings and misinterpretations of what the science of reading is, and stubborn resistance to all it has to offer. Now more than ever it is vital that we work towards an understanding of the science of reading and what it has to say about teaching our students how to read. Written for beginning or seasoned teachers, homeschoolers, teacher educators, as well as parents who want to fully engage in their child’s literacy development, this updated and highly readable new edition presents brain science, reading research, and theory in ways that can be understood and directly applied in teaching, ultimately leading to efficacious science of reading based literacy instruction. Gentry and Ouellette show how an understanding of the science of reading can shape teaching to help make all students literate. Building on their science of reading based framework of “brain words”—dictionaries in the brain where students store and access word spelling, pronunciation, and meaning—the authors offer a wealth of information to transform your thinking and practice. They offer: an updated review of models of reading, developmental theory, and brain research that help explain the reading brain a new exploration of how oral language provides the foundation for learning to read and write, and how elements of oral language directly contribute to literacy learning throughout the school years an evolving critique of classroom practices that aren't as effective as once believed explicit guidance on how spelling can be used to teach the critical skill of word reading a deepened understanding of dyslexia through the lens of the science of reading With the insights and strategies in Brain Words, 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 Language Reading and Learning Disabilities written by Alexander Bannatyne and published by Charles C. Thomas Publisher. This book was released on 1971 with total page 818 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 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 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 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 Learning to Read An Integrated View from Research and Practice written by Terezinha Nunes and published by Springer Science & Business Media. This book was released on 2012-12-06 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Literacy research has continued to develop at a rapid pace in these last five years of the millennium. New ideas about how children learn to read have led to a better understanding of the causes of progress and failure in the mastery of literacy, with repercussions for children's assessment and teacher education. These new discoveries also allow teachers to transcend the old debates in reading instruction (phonics versus whole language) and offer the path to a synthesis. At the same time, research with teachers about their own implementation of methods and the development of their own knowledge about the teaching of literacy has produced a fresh analysis of the practice of literacy teaching. Inspired by these developments, teachers, teacher educators and researchers worked together to produce this volume, which promotes the integration of literacy research and practice.
Download or read book Neuropsychological and Cognitive Processes in Reading written by Francis J. Pirozzolo and published by Academic Press. This book was released on 2013-10-22 with total page 365 pages. Available in PDF, EPUB and Kindle. Book excerpt: Neuropsychological and Cognitive Processes in Reading explores reading and reading disabilities within the context of cognitive psychology and neuropsychology. Emphasis is on the roles of brain mechanisms in reading and reading disturbances. In the areas of perception and cognition, theoretical models of the reading process are used to highlight the various psychological processes involved in the act of skilled reading. Comprised of 12 chapters, this volume begins with an introduction to the fundamental processes of reading, giving particular attention to a psychological theory that builds on two concepts: that the basic processes of reading are few in number, and that they are separable from one another. A useful and testable information-processing model of reading that consists of three separable, fundamental processes - decoding, word meaning, and sentence comprehension - is described. Subsequent chapters deal with some of the external and internal factors involved in reading; a model of disorders of reading comprehension (the alexias); the neuropsychological test performance of brain-damaged and non-brain-damaged dyslexic children; and the problem of subtypes of learning disability. Eye movements and perceptual spans in reading are also discussed, along with reading comprehension and the problem of agrammatism. The final chapter analyzes the factors that influence recovery from alexia. This book will be of interest to neuropsychologists and those engaged in neurolinguistics, psycholinguistics, cognitive psychology, and educational psychology.
