About the Book
Grounded in cutting-edge research on brain–behavior relationships, this book explores how language and reading disorders develop--and presents exciting new approaches to examining and treating them. Experts from multiple disciplines investigate how children's learning trajectories in spoken and written language are shaped by the dynamic interplay of neurobiological, experiential, and behavioral processes. The volume includes innovative neuroimaging applications and other state-of-the-science techniques that help shed new light on childhood disorders such as dyslexia, language impairment, writing disabilities, and autism. Implications for evidence-based diagnosis, intervention, and instruction are discussed. Illustrations include five color plates.
Table of Contents:
Part 1. New Frameworks for Understanding Language Impairment and Reading Disorders. M. Mody, E.R. Silliman, Introduction: The Nature of Interactions between Behavior, Brain, and Experience: Framing Multiple Perspectives. J.W. Gilger, M. Wilkins, Atypical Neurodevelopmental Variation as a Basis for Learning Disorders. J.L. Evans, Emergentism and Language Impairment in Children: It’s All about Change. J.T. Bruer, Critical Periods in Second-Language Learning: Distinguishing Phenomena from Explanations. Part 2. Brain–Behavior Relationships. M. Mody, E.R. Silliman, Introduction: The Language–Reading Interface: Associations and Dissociations within an Atypically Developing System. V.W. Berninger, Defining and Differentiating Dysgraphia, Dyslexia, and Language Learning Disability within a Working Memory Model. J. Windsor, K. Kohnert, Processing Measures of Cognitive–Linguistic Interactions for Children with Language Impairment and Reading Disabilities. D.A. Weber, W.D. Gaillard, Functional Neuroimaging Indices of Normal and Atypical Spoken Language. P.G. Simos, S. Sarkari, A.C. Papanicolaou, Magnetoencephalographic Indices of Brain Mechanisms for Language Comprehension. S.E. Shaywitz, J.R. Gruen, B.A. Shaywitz, Dyslexia: A New Look at Neural Substrates. B. Byrne, D.P. Shankweiler, D.W. Hine, Reading Development in Children at Risk for Dyslexia. Part 3. The Role of Experience. M. Mody, E.R. Silliman, Introduction: Learning to Read and Reading to Learn: The Interaction among Cognitive Capacity, Linguistic Abilities, and the Learning Environment. A. van Kleeck, E. Norlander, Fostering Form and Meaning in Emerging Literacy Using Evidence-Based Practice. K. Nelson, M.E. Arkenberg, Language and Reading Development Reflects Dynamic Mixes of Learning Conditions. E.R. Silliman, M. Mody, Individual Differences in Oral Language and Reading: It’s a Matter of Experience.
About the Author :
Edited by Maria Mody, PhD, Harvard Medical School, Massachusetts General Hospital, USA and Elaine R. Silliman, PhD, Department of Communication Sciences and Disorders, University of South Florida, USA
Review :
"Aimed at Academics, students, psychologists, speech and language therapists and specialist teachers with particular interest in language impairment and reading disorders, it will be of particular use to academics and students who need an up-to-date review of research... I was reminded of the complexity of human cognition and why I find language and reading disorders so fascinating." -- Leona Cook in Speech & Language Therapy in Practice "You won't find reductionist models of disabilities here! This book builds the surge toward deeper, richer analyses of language and reading disabilities, providing frameworks for understanding the dynamics of developmental differences. It showcases groundbreaking research leading toward a new level of sophistication in analyzing development of disabilities and connecting research and practice for children with learning problems. With its combination of frameworks and specific research, this text provides a great resource for helping students to frame learning problems in ways that capture the complexity of human beings." - Kurt W. Fischer, Charles Warland Bigelow Professor and Director, Master's Program in Mind, Brain, and Education, Harvard Graduate School of Education "This book was a treat to browse, and I don't think it will spend much time tucked away on a shelf. What a useful and important resource! In many ways, the volume brings the study of language and reading disorders back to its roots, but this time with evidence to show how learning is manifested in the brain. The book is indeed timely in drawing together the relevant findings from the burgeoning research on genetics, neuroimaging, learning, and learning disability. The authors are the right source for each topic, and the educational and practical implications that round out the chapters greatly enrich their value." - Rollanda E. O'Connor, Graduate School of Education, University of California, Riverside "I have always enjoyed the challenges of 'piecing the puzzle together' when evaluating children with language and literacy differences and disorders. Mody and Silliman have gathered together an impressive array of highly regarded researchers from diverse disciplines to provide new, needed pieces of the puzzle. In this fascinating volume, the contributors coherently explain the most current theories on language and literacy development and disorders and present research evidence across domains to support the theories. Using this information, readers can think in novel ways about planning interventions. This is a 'must-read,' cutting-edge book for advanced graduate students and professionals." - Carol E. Westby, Visiting Professor, College of Education, Brigham Young University "This book is a gem. While recognizing the important role neurobiology plays in learning, the editors and contributors provide strong arguments against reductionism. Two perspectives are central to the book: development and individual difference. Chapters use them in varying degrees to show how varied outcomes depend on the interplay of biology and experience throughout development. The book promotes optimism about education by offering specific thoughts on how recent advances in knowledge can lead to more thorough assessment and better intervention and instruction for children with language and reading disorders." - Marilyn Shatz, Department of Psychology, University of Michigan
