Dyslexia: Advances in Theory and Practice

1. Front Matter

   Pages i-viii

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2. Editors’ Introduction

   1. Editors’ Introduction

      • Ingvar Lundberg, Finn Egil Tønnessen, Ingolv Austad

      Pages 1-7

3. Theoretical Perspectives

   1. Towards a Sharper Definition of Dyslexia

      • Ingvar Lundberg

      Pages 9-29

   2. Theories of Deficits in Dyslexia

      • Torleiv Høien

      Pages 31-43

   3. A Connectionist Perspective on Reading and Its Difficulties

      • Margaret J. Snowling, Charles Hulme

      Pages 45-58

   4. Cognitive Architecture of Early Reading

      • Philip H. K. Seymour

      Pages 59-73

   5. Automaticity, Automatization and Dyslexia

      • Aryan van der Leij, Victor van Daal

      Pages 75-89

   6. Awareness and Automaticity in Reading

      • Finn Egil Tønnessen

      Pages 91-100

4. The Impact of Orthography

   1. Towards a Theoretical Framework for Understanding Reading Development and Dyslexia in Different Orthographies

      • Usha Goswami

      Pages 101-116

   2. What Can We Learn from Dyslexia in Chinese?

      • Che Kan Leong

      Pages 117-139

5. Biological Perspectives

   1. Research on Reading Disabilities in the Colorado Learning Disabilities Research Center

      • Richard K. Olson

      Pages 141-150

   2. Exclusion of Linkage to 1p, 6p and Chromosome 15 in a Large Norwegian Family with Dyslexia

      • Toril Fagerheim, Finn Egil Tønnessen, Peter Raeymaekers, Herbert Lubs

      Pages 151-156

   3. Brain Markers of Dyslexia: Planum Temporale Asymmetry and Dichotic Listening to CV-Syllables

      • Kenneth Hugdahl, Einar Heiervang

      Pages 157-171

   4. Developmental Dyslexia: The Role of the Cerebellum

      • Roderick I. Nicolson, Angela J. Fawcett

      Pages 173-196

6. Diagnostics and Treatment

   1. Early Reading Problems: A Follow Up 20 Years Later

      • Åke Olofsson

      Pages 197-206

   2. A Diagnostic Procedure Based on Reading Component Model

      • R. Malatesha Joshi

      Pages 207-219

   3. Component Model-Based Remedial Treatment of Reading Disabilities

      • P. G. Aaron, Heidi Kotva

      Pages 221-244

   4. Do Preschool Data Predict Resistance to Treatment in Phonological Awareness, Decoding and Spelling?

      • Pekka Niemi, Riitta Kinnunen, Elisa Poskiparta, Marja Vauras

      Pages 245-254

   5. First Steps: A Program of Early Intervention

      • Carol M. Santa

      Pages 255-273

7. Back Matter

   Pages 275-294

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A balanced view of recent research on reading disability is presented by leading international scholars representing various subdisciplines of psychology and allied sciences. The volume provides researchers, graduate students, educators and other professionals with up-dated and practical useful knowledge of and insights into the latest theories and findings of the nature and causes of reading disability. Rational guidelines for assessment, prevention and intervention are also provided, based on such concepts as phonological and orthographical processing, automaticity and metacognition. Several chapters are written without technical terminology, yet with scientific rigor, and should be readable by a wide audience.

• awareness
• brain
• cognition
• dyslexia
• learning
• psychology

• Department of Psychology, Göteborg University, Göteborg, Sweden

  Ingvar Lundberg

• Center for Reading Research, Stavanger, Norway

  Finn Egil Tønnessen, Ingolv Austad

Ingvar Lundberg is a professor at the University of Gothenburg, Sweden. Books that he has co-authored together with Torleiv Høien have been standard textbooks throughout the Nordic countries, and their articles have appeared in leading international journals.

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