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BestsellerE-book

Title How children learn to read : current issues and new directions in the integration of cognition, neurobiology and genetics of reading and dyslexia research and practice / edited by Ken Pugh and Peggy McCardle.

Publication Info. New York ; London : Psychology Press, 2009.

Item Status

Description 1 online resource (xxxiii, 343 pages) : illustrations.
data file
Physical Medium polychrome
Series The extraordinary brain series
Extraordinary brain series.
Bibliography Includes bibliographical references and index.
Summary This book brings together information about the neurobiological, genetic, and behavioral bases of reading and reading disabilities. Research findings and interventiona approaches by leaders in the field are presented.€The volume provides essential reading for a range of researchers, clinicians, and other professionals interested in reading and reading disability.
Contents Section 1. Major themes in the study of the neurobiology of dyslexia -- section 2. Methods and tools -- section 3. Neurobiological, genetic, and cognitive aspects -- section 4. Intervention.
Access Use copy Restrictions unspecified MiAaHDL
Reproduction Electronic reproduction. [Place of publication not identified] : HathiTrust Digital Library, 2010. MiAaHDL
System Details Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL
Processing Action digitized 2010 HathiTrust Digital Library committed to preserve MiAaHDL
Local Note eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America
Subject Reading, Psychology of.
Reading, Psychology of.
Reading -- Physiological aspects.
Reading -- Physiological aspects.
Cognition in children.
Cognition in children.
Dyslexia.
Dyslexia.
Genre/Form Electronic books.
Added Author Pugh, Ken (Kenneth R.), editor.
McCardle, Peggy D., editor.
Other Form: Print version: How children learn to read. New York ; London : Psychology Press, 2009 9781848728431 (DLC) 2009013220 (OCoLC)264021577
ISBN 9780203838006 (electronic book)
0203838009 (electronic book)
9781136874598 (e-book)
1136874593
6613105260 (e-book)
9786613105264 (e-book)
9781848728431
1848728433
Standard No. 9786613105264