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Reading and Dyslexia

From Basic Functions to Higher Order Cognition

  • Book
  • © 2018

Overview

Editors:
  1. Thomas Lachmann

    1. Cognitive & Developmental Psychology, Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern, Germany

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  2. Tina Weis

    1. Cognitive & Developmental Psychology, Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern, Germany

    View editor publications

    You can also search for this editor in PubMed   Google Scholar

  • Includes contributions from pioneers and leading researchers in the field
  • Covers theories on reading and dyslexia as well as remediation approaches
  • Follows approaches from basic perception to higher order functions

Part of the book series: Literacy Studies (LITS, volume 16)

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Table of contents (17 chapters)

  1. Front Matter

    Pages i-ix
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  2. Introduction to Reading and Dyslexia

    • Thomas Lachmann
    Pages 1-6

  3. Literacy Acquisition and Skilled Reading in Different Orthographies

    1. Front Matter

      Pages 7-7
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    2. The Methods Issue Revisited: From a Developmental and a Socio-Cultural-Political Perspective

      • José Morais
      Pages 9-31

    3. Domain Generality and Specificity of Statistical Learning and its Relation with Reading Ability

      • Yi-Hui Hung, Stephen J. Frost, Kenneth R. Pugh
      Pages 33-55

    4. Searching for the Orthographic Lexicon in the Visual Word Form Area

      • Heinz Wimmer, Philipp Ludersdorfer
      Pages 57-69

    5. Simple View of Reading (SVR) in Different Orthographies: Seeing the Forest with the Trees

      • R. Malatesha Joshi
      Pages 71-80

  4. Developmental Dyslexia: From Basic Functions to Higher Order Cognition

    1. Front Matter

      Pages 81-81
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    2. The Role of Rodent Models in Dyslexia Research: Understanding the Brain, Sex Differences, Lateralization, and Behavior

      • Albert M. Galaburda
      Pages 83-102

    3. The Magnocellular Theory of Developmental Dyslexia

      • John Stein
      Pages 103-134

    4. Auditory Processing in Developmental Dyslexia: Some Considerations and Challenges

      • Caroline Witton, Joel B. Talcott
      Pages 135-146

    5. From Auditory Rhythm Processing to Grapheme-to-Phoneme Conversion: How Neural Oscillations Can Shed Light on Developmental Dyslexia

      • Marie Lallier, Mikel Lizarazu, Nicola Molinaro, Mathieu Bourguignon, Paula Ríos-López, Manuel Carreiras
      Pages 147-163

    6. Dyslexia: A Failure in Attaining Expert-Level Reading Due to Poor Formation of Auditory Predictions

      • Sagi Jaffe-Dax, Luba Daikhin, Merav Ahissar
      Pages 165-181

    7. The “Rowdy Classroom Problem” in Children with Dyslexia: A Review

      • Axelle Calcus, Ingrid Hoonhorst, Cécile Colin, Paul Deltenre, Régine Kolinsky
      Pages 183-211

    8. From Subtypes to Taxons: Identifying Distinctive Profiles of Reading Development in Children

      • Adrian P. Burgess, Caroline Witton, Laura Shapiro, Joel B. Talcott
      Pages 213-233

    9. Procedural Learning, Dyslexia and Delayed Neural Commitment

      • Roderick I. Nicolson, Angela J. Fawcett
      Pages 235-269

    10. Reading and Dyslexia: The Functional Coordination Framework

      • Thomas Lachmann
      Pages 271-296

  5. Training and Remediation

    1. Front Matter

      Pages 297-297
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    2. The Birth of Neuroplasticity Interventions: A Twenty Year Perspective

      • Paula Tallal, William Jenkins
      Pages 299-322

    3. Effects of the Computer-Based Training Program Lautarium on Phonological Awareness and Reading and Spelling Abilities in German Second-Graders

      • Maria Klatte, Kirstin Bergström, Claudia Steinbrink, Marita Konerding, Thomas Lachmann
      Pages 323-339
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Keywords

About this book

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? 

Editors and Affiliations

  • Cognitive & Developmental Psychology, Center for Cognitive Science, University of Kaiserslautern, Kaiserslautern, Germany

    Thomas Lachmann, Tina Weis

Bibliographic Information

  • Book Title: Reading and Dyslexia

  • Book Subtitle: From Basic Functions to Higher Order Cognition

  • Editors: Thomas Lachmann, Tina Weis

  • Series Title: Literacy Studies

  • DOI: https://doi.org/10.1007/978-3-319-90805-2

  • Publisher: Springer Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer International Publishing AG, part of Springer Nature 2018

  • Hardcover ISBN: 978-3-319-90804-5Published: 08 October 2018

  • Softcover ISBN: 978-3-030-08105-8Published: 19 January 2019

  • eBook ISBN: 978-3-319-90805-2Published: 28 July 2018

  • Series ISSN: 2214-000X

  • Series E-ISSN: 2214-0018

  • Edition Number: 1

  • Number of Pages: IX, 339

  • Number of Illustrations: 36 b/w illustrations, 7 illustrations in colour

  • Topics: Language Education, Cognitive Linguistics, Cognitive Psychology, Psycholinguistics

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