Mind, Brain, and Education in Reading Disorders

doi:10.1017/CBO9780511489952

One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

- Aa Reduce text
- Aa Enlarge text

View selected items
Save to my bookmarks
Export citations
Download PDF (zip)
Save to Kindle
Save to Dropbox
Save to Google Drive
Save content to
To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to .

To save content items to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Please be advised that item(s) you selected are not available.
You are about to save
Your Kindle email address

Please provide your Kindle email.

@free.kindle.com @kindle.com (service fees apply)

By using this service, you agree that you will only keep content for personal use, and will not openly distribute them via Dropbox, Google Drive or other file sharing services

Page 1 of 2

First
« Prev
1
2
Next »
Last

Contents

Frontmatter
pp i-viii
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Contents
pp ix-xi
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

List of figures
pp xii-xiii
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

List of tables
pp xiv-xiv
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

List of contributors
pp xv-xvi
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Acknowledgements
pp xvii-xviii
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Part I - What is Reading, and What are Reading Disorders? Looking to Neuroscience, Evolution, and Genetics
pp 1-2
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

1 - Toward a grounded synthesis of mind, brain, and education for reading disorders: an introduction to the field and this book
pp 3-15
- By Kurt W. Fischer, Charles Warland Bigelow Professor and Director of the Mind, Brain, and Education Program Harvard Graduate School of Education, Mary Helen Immordino-Yang, Postdoctoral Fellowship Brain and Creativity Institute and the Rossier School of Education, University of Southern California, Deborah Waber, Director of Research in the Department of Psychiatry Children's Hospital Boston; Associate Professor (Psychology) Department of Psychiatry, Harvard Medical School
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

2 - An evolutionary perspective on reading and reading disorders
pp 16-29
- By Mary Helen Immordino-Yang, Postdoctoral Fellowship Brain and Creativity Institute and the Rossier School of Education, University of Southern California, Terrence W. Deacon, Professor of Biological Anthropology and Linguistics University of California, Berkeley
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Essay: Brain volume and the acquisition of adaptive capacities
pp 30-36
- By Verne S. Caviness, Chief of the Division of Pediatric Neurology Massachusetts General Hospital; Joseph and Rose Kennedy Professor of Child Neurology and Mental Retardation Harvard Medical School
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

3 - The genetics of dyslexia: what is the phenotype?
pp 37-58
- By Albert M. Galaburda, Emily Fisher Landau Professor of Neurology and Neuroscience Harvard Medical School; Chief of the Division of Behavioral Neurology Beth Israel Deaconess Medical Center, Gordon F. Sherman, Executive Director Newgrange School and Education Center in Princeton, NJ
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Part II - Reading and the Growing Brain: Methodology and History
pp 59-60
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

4 - A brief history of time, phonology, and other explanations of developmental dyslexia
pp 61-79
- By Maryanne Wolf, Director of the Center for Reading and Language Research and Professor of Child Development Tufts University, Jane Ashby, Researcher University of Massachusetts, Amherst
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

5 - Approaches to behavioral and neurological research on learning disabilities: in search of a deeper synthesis
pp 80-100
- By Robbie Case, Professor of Education (Emeritus) and Director of the Institute of Child Study University of Toronto
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

6 - Growth cycles of mind and brain: analyzing developmental pathways of learning disorders
pp 101-123
- By Kurt W. Fischer, Charles Warland Bigelow Professor and Director of the Mind, Brain, and Education Program Harvard Graduate School of Education, L. Todd Rose, Doctoral Candidate Harvard Graduate School of Education, Samuel P. Rose, (Deceased) Taught University of Colorado
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Essay: Cycles and gradients in development of the cortex
pp 124-132
- By Robert W. Thatcher, Director of the NeuroImaging Laboratory Bay Pines VA; Adjunct Professor of Neurology University of South Florida College of Medicine
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

7 - Brain bases of reading disabilities
pp 133-147
- By Francine Benes, Professor of Psychiatry McLean Hospital, Juliana Paré-Blagoev, Research Scientist The MIND Institute; Assistant Professor University of New Mexico Department of Psychology
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

8 - The neural correlates of reading disorder: functional magnetic resonance imaging
pp 148-167
- By Juliana Paré-Blagoev, Research Scientist The MIND Institute; Assistant Professor University of New Mexico Department of Psychology
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

9 - Patterns of cortical connection in children with learning problems
pp 168-175
- By Frank H. Duffy, Associate Professor of Neurology Harvard Medical School; Director of the Clinical Neurophysiology Laboratory Children's Hospital Boston
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Essay: The role of experience in brain development: adverse effects of childhood maltreatment
pp 176-178
- By Martin H. Teicher, Associate Professor of Psychiatry Harvard Medical School; Director of the Developmental Biopsychiatry Research Program McLean Hospital
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Part III - Watching Children Read
pp 179-180
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

10 - Finding common ground to promote dialogue and collaboration: using case material to jointly observe children's behavior
pp 181-195
- By Jane Holmes Bernstein, Senior Associate in Psychology/Neuropsychology Children's Hospital Boston
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

11 - Analyzing the reading abilities of four boys: educational implications
pp 196-216
- By Susan Brady, Professor of Psychology University of Rhode Island; Senior Scientist Haskins Laboratories
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

12 - First impressions: What four readers can teach us
pp 217-226
- By Benita A. Blachman, Trustee Professor of Education and Psychology Syracuse University
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

13 - Analysis of reading disorders from a neuropsychological perspective
pp 227-242
- By H. Gerry Taylor, Professor of Pediatrics Case Western Reserve University
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

14 - An educational/psychological perspective on the behaviors of three children with reading disabilities
pp 243-252
- By Joseph K. Torgesen, W. Russell and Eugenia Morcom Chair of Psychology and Education, Director of the Florida Center for Reading Research Florida State University
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Part IV - Reading Skills in the Long Term
pp 253-254
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

15 - The importance of comprehension in reading problems and instruction
pp 255-260
- By Joseph C. Campione, Professor of Education (Emeritus) University of California, Berkeley
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Essay: Bring reading research to the trenches
pp 261-263
- By Sandra Priest Rose
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

16 - What successful adults with dyslexia teach educators about children
pp 264-281
- By Rosalie Fink, Professor of Literacy Lesley University
- - Get access
    
    Check if you have access via personal or institutional login
    
    Log in Register Recommend to librarian
- Export citation

Page 1 of 2

First
« Prev
1
2
Next »
Last

Metrics

Total number of HTML views: 0

Total number of PDF views: 0 *

Loading metrics...

Total views: 0 *

Loading metrics...

* Views captured on Cambridge Core between #date#. This data will be updated every 24 hours.

Usage data cannot currently be displayed.

Why this information is here

This section outlines the accessibility features of this content - including support for screen readers, full keyboard navigation and high-contrast display options. This may not be relevant for you.

Accessibility Information

Accessibility compliance for the PDF of this book is currently unknown and may be updated in the future.

Mind, Brain, and Education in Reading Disorders

Book description

Refine List

Actions for selected content:

Save Search

Contents

Metrics

Full text views

Book summary page views

Accessibility standard: Unknown

Why this information is here

Accessibility Information