ERIC Number: ED531691
Record Type: Non-Journal
Publication Date: 2012
Reference Count: N/A
Developmental Dyslexia: Early Precursors, Neurobehavioral Markers, and Biological Substrates
Benasich, April A., Ed.; Fitch, R. Holly, Ed.
Brookes Publishing Company
Understanding the precursors and early indicators of dyslexia is key to early identification and effective intervention. Now there's a single research volume that brings together the very latest knowledge on the earliest stages of dyslexia and the diverse genetic, neurobiological, and cognitive factors that may contribute to it. Based on findings first reported at the Dyslexia Foundation's 12th Extraordinary Brain Symposium, this landmark volume collects cutting-edge dyslexia research from the worlds foremost experts on this complex disorder, as well as insights from experts newly interested in applying their innovative techniques to dyslexia research. 40+ international contributors from multiple disciplines present groundbreaking research on: (1) neurolinguistic and neurophysiological precursors of dyslexia; (2) new techniques and technologies--ranging from molecular genetics, to neuroimaging, to cognitive neuroscience; (3) genetic influences on reading and reading disability; (4) the magnocellular theory of dyslexia; (5) anatomical risk factors for reading and language disorders; (6) subcortical auditory function and how it contributes to variance in reading ability; (7) cortical phenotypes associated with developmental dyslexia; (8) the impact of atypical auditory processing in infancy on later language and reading skills; (9) the interplay among environment, brain, and behavior while children are developing reading skills; (10) phonological processing difficulties and their effect on later literacy outcomes; (11) the latest techniques in pediatric neuroimaging and more. Each of the book's four sections has a helpful integrative introduction. And to help readers shape the course of future dyslexia studies, a concluding chapter distills the key themes discussed at the symposium and examines specific recommendations for further research on the genetics, neurobiology, and behavior of dyslexia. An important volume that will be cited and quoted in the literature for years to come, this book sheds new light on the precursors and early indicators of dyslexia--and will provide a strong foundation for tomorrow's innovative interventions. Part I, Brain Development, Genes, and Behavior Phenotypes, begins with an introduction by R. Holly Fitch and contains the following: (1) Overview of Early Brain Development: Linking Genetics to Brain Structure (Richard S. Nowakowski & Nancy L. Hayes); (2) Loss of the Dyslexia Susceptibility Gene DCDC2 Increases Synaptic Connectivity in the Mouse Neocortex (Joseph LoTurco, Aarti Tarkar, & Alicia Yue Che); (3) The Magnocellular Theory of Dyslexia (John Stein); (4) Investigation of Candidate Genes in Families with Dyslexia (Cecilia Marino, Sara Mascheretti, Andrea Facoetti, & Massimo Molteni); and (5) What Educators Should Know About the State of Research on Genetic Influences on Reading and Reading Disability (Elena L. Grigorenko). Part II, Potential Early Precursors of Specific Language Impairment and Dyslexia, begins with an introduction by April A. Benasich and contains the following: (6) Biological Factors Contributing to Reading Ability: Subcortical Auditory Function (Bharath Chandrasekaran & Nina Kraus); (7) Timing, Information Processing, and Efficacy: Early Factors that Impact Childhood Language Trajectories (April A. Benasich & Naseem Choudhury); (8) Neurolinguistic and Neurophysiological Precursors of Dyslexia: Selective Studies from the Dutch Dyslexia Programme (Ben A.M. Maassen, Aryan van der Leij, Natasha M. Maurits, & Frans Zwarts); and (9) Phonology and Literacy: Follow-Up Results of the Utrecht Dyslexia and Specific Language Impairment Project (Elise de Bree, Margaret J. Snowling, Ellen Gerrits, Petra van Alphen, Aryan van der Leij, & Frank Wijnen). Part III, Potential Neurobehavioral Markers and Biological Mechanisms of Specific Language Impairment and Dyslexia, begins with an introduction by R. Holly Fitch and contains the following: (10) Cortical Phenotypes Associated with Developmental Dyslexia: Reverse and Forward Genetic Approaches Using Animal Models (Glenn D. Rosen); (11) Using Animal Models to Dissociate Genetic, Neural, and Behavioral Contributors to Language Disability (R. Holly Fitch & Caitlin E. Szalkowski); (12) Prediction of Children's Reading Skills: Understanding the Interplay Among Environment, Brain, and Behavior (Jessica M. Black & Fumiko Hoeft); and (13) A Multifactorial Approach to Dyslexia (Cyril R. Pernet & Jean-Francois Demonet). Part IV, Developmental Neuroimaging: Identification, Intervention, and Remediation, begins with an introduction by April A. Benasich and contains the following: (14) Evolution of Pediatric Neuroimaging and Application of Cutting-Edge Techniques (P. Ellen Grant); (15) Anatomical Risk Factors for Reading Comprehension (Christiana M. Leonard); (16) Windows into Receptive Processing (Elena Plante); (17) Neural Correlates of Reading-Related Processes Examined with Functional Magnetic Resonance Imaging Before Reading Onset and After Language/Reading Remediation (Nora Maria Raschle, Michelle YH Chang, Patrice L. Stering, Jennifer Zuk, & Nadine Gaab); (18) Transcending Gaps Among Disciplines in Neurodevelopmental Disorders: From Brain Volumetrics to Collaborative Multisystem Assessment (Martha R. Herbert); and (19) Integration of Left-Lateralized Neural Systems Supporting Skilled Reading (Bruce D. McCandliss & Yuliya N. Yoncheva). "Critical Research, Directions, and Priorities," a conclusion by Peggy McCardle and Brett Miller, and an index are included.
Descriptors: Foreign Countries, Conferences (Gatherings), Animals, Reading Comprehension, Phonology, Neurolinguistics, Dyslexia, Identification, Risk, Cognitive Development, Neurological Impairments, Special Needs Students, Disability Identification, Screening Tests, Early Intervention, Genetics, Cognitive Science, Reading Difficulties, Learning Disabilities, Brain, Research, Child Development, Language Skills, Theories, Language Processing, Literacy, Prediction, Children, Pediatrics, Medical Services, Anatomy, Developmental Disabilities, Physiology, Clinical Diagnosis
Brookes Publishing Company. P.O. Box 10624, Baltimore, MD 21285. Tel: 800-638-3775; Fax: 410-337-8539; e-mail: firstname.lastname@example.org; Web site: http://www.brookespublishing.com
Publication Type: Books; Collected Works - General
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: Netherlands