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Informationen zum Autor Guinevere F. Eden and Lynn Flowers are the authors of Skill Acquisition, Reading, and Dyslexia: 25th Rodin Remediation Conference, Volume 1145, published by Wiley. Klappentext This volume, based on the 25th Rodin Remediation Conference, presents and assesses recent scientific discoveries regarding the etiology and treatment of dyslexia. The Rodin Remediation Academy, founded in 1984, has held 24 conferences and symposia dedicated to research on dyslexia. The 2006 conference program emphasized the role of skill acquisition and learning, a rapidly developing field of neuroscience research, which provides a useful perspective for the study of reading. The conference was jointly organized by the Rodin Remediation Academy and the Center for the Study of Learning, Georgetown University; and was sponsored by the NICHD, NIDCD and NINDS, National Institutes of Health, as well as by the Nancy Lurie Marks Family Foundation, the Dana Alliance for Brain Initiatives, Lindamood-Bell Learning Processes, and Wilson Language Training. NOTE: Annals volumes are available for sale as individual books or as a journal. For information on institutional journal subscriptions, please visit www.blackwellpublishing.com/nyas . ACADEMY MEMBERS: Please contact the New York Academy of Sciences directly to place your order ( www.nyas.org ). Members of the New York Academy of Science receive full-text access to the Annals online and discounts on print volumes. Please visit www.nyas.org/membership/main.asp for more information about becoming a member. Zusammenfassung This volume! based on the 25th Rodin Remediation Conference! presents and assesses recent scientific discoveries regarding the etiology and treatment of dyslexia. The Rodin Remediation Academy! founded in 1984! has held 24 conferences and symposia dedicated to research on dyslexia. Inhaltsverzeichnis Introduction: Guinevere F. Eden and D. Lynn Flowers. Part I: Reading and Reading Development: The Role of Language:. 1. The Development of Reading across Languages: Usha Goswami. 2. Development of Ventral Stream Representations for Single Letters: Peter E. Turkeltaub, D. Lynn Flowers, Lynn G. Lyon, and Guinevere F. Eden. 3. Neural Correlates of Nouns and Verbs in Early Bilinguals: Alice Chan, Kang-Kwong Luke, Ping Li, Geng Li, Virginia Yip, Brendan Weekes, and Li Hai Tan. 4. Logographic Kanji versus Phonographic Kana in Literacy Acquisition: How Important Are Visual and Phonological Skills?: Maki S. Koyama, John F. Stein, and Peter C. Hansen. 5. Mapping Phonological Information from Auditory to Written Modality During Foreign Vocabulary Learning: Margarita Kaushanskaya and Viorica Marian. Part II: Language and Reading: The Role of Language Modality:. 6. Visual Skills and Cross-Modal Plasticity in Deaf Readers: Possible Implications for Acquiring Meaning from Print: Matthew W. G. Dye, Peter C. Hauser, and Daphne Bavelier. 7. Phonological Awareness and Verbal Short Term Memory in Deaf Individuals of Different Communication Backgrounds: Daniel Koo, Kelly Crain, Carol LaSasso and Guinevere F. Eden. 8. Signed Language and Human Action Processing: Evidence for Functional Constraints on the Human Mirror Neuron System: David Corina and Heather Knapp. Part III: Learning, Skill Acquisition, Language, and Dyslexia:. 9. Neurocognitive Basis of Implicit Learning of Sequential Structure and Its Relation to Language Processing: Christopher Conway and David Pisoni. 10. Implicit Learning and Dyslexia: Vasiliki Folia, Julia Uddén, Christian Forkstam, Martin Ingvar, Peter Hagoort, and Karl Magnus Petersson. 11. Motor Sequence Learning and Developmental Dyslexia: Pierre Orban and Julien Doyon. 12. Implicit Learning in Control, Dyslex...
