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Reading and Dyslexia

From Basic Functions to Higher Order Cognition

  • Thomas Lachmann
  • Tina Weis

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

Table of contents

  1. Front Matter
    Pages i-ix
  2. Thomas Lachmann
    Pages 1-6
  3. Literacy Acquisition and Skilled Reading in Different Orthographies

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

    1. Front Matter
      Pages 81-81
    2. Marie Lallier, Mikel Lizarazu, Nicola Molinaro, Mathieu Bourguignon, Paula Ríos-López, Manuel Carreiras
      Pages 147-163
    3. Axelle Calcus, Ingrid Hoonhorst, Cécile Colin, Paul Deltenre, Régine Kolinsky
      Pages 183-211
    4. Adrian P. Burgess, Caroline Witton, Laura Shapiro, Joel B. Talcott
      Pages 213-233
    5. Roderick I. Nicolson, Angela J. Fawcett
      Pages 235-269
  5. Training and Remediation

    1. Front Matter
      Pages 297-297
    2. Paula Tallal, William Jenkins
      Pages 299-322
    3. Maria Klatte, Kirstin Bergström, Claudia Steinbrink, Marita Konerding, Thomas Lachmann
      Pages 323-339

About this book

Introduction

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?

Keywords

Reading and writing Developmental dyslexia Brain science Cognitive component of the Componential Model of Reading (CMR) Orthographic lexicon in the VWFA Neural oscillations Neuroplasticity interventions

Editors and affiliations

  • Thomas Lachmann
    • 1
  • Tina Weis
    • 1
  1. 1.Cognitive & Developmental Psychology, Center for Cognitive ScienceUniversity of KaiserslauternKaiserslauternGermany

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-90805-2
  • Copyright Information Springer International Publishing AG, part of Springer Nature 2018
  • Publisher Name Springer, Cham
  • eBook Packages Education
  • Print ISBN 978-3-319-90804-5
  • Online ISBN 978-3-319-90805-2
  • Series Print ISSN 2214-000X
  • Series Online ISSN 2214-0018
  • Buy this book on publisher's site
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