Routes to Reading Success and Failure - Toward an Integrated Cognitive Psychology of Atypical Reading

Zusatztext "I was very impressed by the intellectual precision of the authors and by their scholarship...the book is extremely timely." -- Professor John Morton, Institute of Cognitive Neuroscience Informationen zum Autor Jackson, Nancy E.; Coltheart, Max Klappentext Fundamental to this book is an attempt to understand the nature of individual differences in word and nonword reading by connecting three literatures that have developed largely in isolation from one another: the literatures on acquired dyslexia! difficulties in learning to read! and precocious reading. Zusammenfassung Attempts to understand individual differences in word and nonword reading by connecting three literatures that have been developed in isolation from each other: acquired dyslexia, precocious reading and difficulties in learning to read. Inhaltsverzeichnis Inroduction. A Framework for Understanding Atypical Reading: Proximal and Distal Causes of Individual Differnces in Reading. Dual-route Model of Reading. Acquired Dyslexia. Learning to Read and its Difficulties. Precocious Reading and Hyperlexia. Commonalities and Conclusions.

Dettagli sul prodotto

• Autori: MAX COLTHEART, Coltheart Max, Nancy E. Jackson, Nancy E. Coltheart Jackson, Nancy E. Macquarie Jackson, E. Jackson Nancy, Jackson Nancy E., Nancy E. Jackson
• Editore: Taylor & Francis Ltd.
• Lingue: Inglese
• Formato: Copertina rigida
• Pubblicazione: 21.09.2001
• EAN: 9781841690117
• ISBN: 978-1-84169-011-7
• Pagine: 240
• Serie: Macquarie Monographs in Cognitive Science; Macquarie Monographs in Cognitive Science
• Categorie: Narrativa > Antologie miste; Scienze umane, arte, musica > Psicologia > Psicologia applicata; PSYCHOLOGY / General, Psychology, PSYCHOLOGY / Developmental / Child, PSYCHOLOGY / Cognitive Psychology & Cognition, EDUCATION / Special Education / Learning Disabilities, Child, developmental and lifespan psychology, Teaching of students with learning difficulties, Cognition and cognitive psychology