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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

Author: Ken Pugh; Peggy D McCardle
Publisher: New York ; London : Psychology Press, 2009.
Series: Extraordinary brain series.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
This book brings together information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. Research findings and interventiona approaches by leaders in the field are presented.€The volume provides essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability.
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Genre/Form: Electronic books
Additional Physical Format: Print version:
How children learn to read.
New York ; London : Psychology Press, 2009
(DLC) 2009013220
(OCoLC)264021577
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Ken Pugh; Peggy D McCardle
ISBN: 9780203838006 0203838009
OCLC Number: 714374312
Reproduction Notes: Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2010. MiAaHDL
Description: 1 online resource (xxxiii, 343 pages) : illustrations.
Details: Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
Contents: Section 1. Major themes in the study of the neurobiology of dyslexia --
section 2. Methods and tools --
section 3. Neurobiological, genetic, and cognitive aspects --
section 4. Intervention.
Series Title: Extraordinary brain series.
Responsibility: edited by Ken Pugh and Peggy McCardle.
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Offers information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. This book also calls for research in specific directions, to encourage the field to  Read more...

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"This volume is a valuable contribution to our growing understanding of the biological and cognitive bases of dyslexia. We believe that researchers in neuroscience, genetics, and cognitive science Read more...

 
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