Dyslexia : a global issue
著者
書誌事項
Dyslexia : a global issue
(NATO ASI series, Series D,
Martinus Mijhoff, 1984
大学図書館所蔵 全19件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
"Proceedings of the NATO Advanced Study Institute on Dyslexia: a Global Issue, Maratea, Italy, October 10-22, 1982"--T.p. verso
Includes bibliographies
内容説明・目次
内容説明
Reading is cne of the highest farns of aa;ru:i. red oogni ti ve func- tioos. It cares as no sw:prise, therefore, that the study of reeding has attracted nmerous investigators who, in spite of their diverse background, have been notivated by cne ultimate goal --to understand how we read and how we learn to reed. A s\bstantial prQIX)rticn of these investigators have attenpted to gain knowled~ about the neuro- p:;ychological processes that 1mderlie the reading process by studying individuals who fail to acquire reading skill (developtental dyslexia) and individuals wOO aa;IUire a reading deficit as a result of brain pathology (alexia~ aa;IUired dyslexia). OVer the years, these two sources, using different tedmiqll3S and nethods, have yielded a good deal of infonration. Unfortunately, the enpirical findings that have been c:btained under these two circunstances have, to a lar~ extent, failed to influence the other. Bringing these two approaches (developtental dyslexia and aCXIUired alexia) t~ther, therefore, remains a top priority.
With a view towards bringing these two disciplines together, the Scientific Affairs Divisioo of the North Atlantic Treaty Organi- zation (NAro) cwarded us a grant to ccnduct an Advanced Stuly Institute (ASI) in Maratea, Italy, from Octc:ber 10-22, 1982. '!his volure is the result of that Institute. The book is divided into four parts: developtental reading and spelling disorders, acquired alexia, diagnosis and reI'lEdiation, and research :inplications.
目次
One.- 1. The three phases of developmental dyslexia.- 2. Toward a rational taxonomy of the developmental dyslexias.- 3. Classification issues in subtype research: An application of some methods and concepts.- 4. Specific spelling problems.- 5. Neuropsychological perspectives on reading and developmental reading disability.- 6. In search of the core of dyslexia: Analysis of the reading process of dyslectic children.- 7. Developmental surface dyslexia in Italian.- 8. Developmental analogues to acquired phonological dyslexia.- 9. Letter naming as a spelling strategy.- 10. Temporal order perception and lateralization in dyslexic children.- 11. Eye movements in developmental dyslexia.- 12. Visual half-field studies of developmental reading disability.- Two.- 13. Alexia in relation to aphasia and agnosia.- 14. Toward a rational taxonony of acquired dyslexias.- 15. Word-recognition and word-production: data from pathology.- 16. Comments on pathological reading behavior due to lesions of the left hemisphere.- 17. Consistency and types of semantic errors in a deep dyslexic patient.- 18. Phonological dyslexia: A review.- 19. Acquired dyslexias and normal reading.- Three.- 20. Neuropsychological assessment of children and adults with developmental dyslexia.- 21. A diagnostic screening test for subtypes of dyslexia: The Boder test of reading-spelling patterns.- 22. Dyslexia: A diagnostic profile for a “special educational need”.- 23. An experimental study of multi-sensory teaching with normal and retarded readers.- 24. Instructing learning disabled children to make continued and general use of a strategy for memorizing information Margaret Jo Shepherd and Lynn.- 25. Dyslexia Diagnosis and treatment from the perspective of a reading specialist.- Four.- 26. Dyslexia inbilinguals.- 27. Hemispheric specialization and dual coding of alphabet.- 28. The importance of grapheme-to-phoneme conversion rules in beginning readers.- 29. Hyperlexia: Developmental reading without meaning.- 30. Interhemispheric integration of conflicting information by a split-brain man.- 31. The use of adult acquired neuropsychological syndromes as models of childhood developmental disorders.- 32. On the use of word and context based information sources evaluated by oral reading error analysis.- 33. Differences in levels of processing related to age.- 34. Information value of print size on reading performance.
「Nielsen BookData」 より