Hostname: page-component-76fb5796d-zzh7m Total loading time: 0 Render date: 2024-04-26T03:48:21.515Z Has data issue: false hasContentIssue false
  • English
  • Français

Why Do Some Children Struggle to Read? - Dyslexia, Learning, and the Brain, by Roderick I. Nicholson and Angela J. Fawcett. 2008. Cambridge, MA: The MIT Press, 283 pp., $40.00 (HB).

Published online by Cambridge University Press:  13 June 2011

Joel E. Morgan
Joel E. Morgan
Affiliation:
Department of Neurology and Neurosciences, UMDNJ-New Jersey Medical School, Newark, NJ and Independent Practice, Madison, New Jersey, USA
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Book Reviews
Information
Journal of the International Neuropsychological Society , Volume 17 , Issue 4 , 21 June 2011 , pp. 754 - 755
Copyright
Copyright © The International Neuropsychological Society 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Pennington, B. F., Cardoso-Martins, C., Green, P. A., Lefly, D. L. (2001). Comparing the phonological and double deficit hypotheses for developmental dyslexia. Reading and Writing, 14, 707–755.CrossRefGoogle Scholar
Waber, D. P., Forbes, P. W., Wolf, P. H., Weiler, M. D. (2004). Neurodevelopmental characteristics of children with learning impairments classified according to double deficit hypothesis. Journal of Learning Disabilities, 37, 451–461.CrossRefGoogle ScholarPubMed
Wolf, M., Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438.CrossRefGoogle Scholar