Mind, Brain, and Education in Reading Disorders

doi:10.1017/CBO9780511489952

One of the key topics for establishing meaningful links between brain sciences and education is the development of reading. How does biology constrain learning to read? How does experience shape the development of reading skills? How does research on biology and behaviour connect to the ways that schools, teachers and parents help children learn to read, particularly in the face of disabilities that interfere with learning? This book addresses these questions and illuminates why reading disorders have been hard to identify, how recent research has established a firm base of knowledge about the cognitive neuroscience of reading problems and the learning tools for overcoming them, and finally, what the future holds for relating mind, brain and education to understanding reading difficulties. Connecting knowledge from neuroscience, genetics, cognitive science, child development, neuropsychology and education, this book will be of interest to both academic researchers and graduate students.

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Contents

Frontmatter
pp i-viii
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Contents
pp ix-xi
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List of figures
pp xii-xiii
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List of tables
pp xiv-xiv
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List of contributors
pp xv-xvi
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
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Acknowledgements
pp xvii-xviii
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
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Part I - What is Reading, and What are Reading Disorders? Looking to Neuroscience, Evolution, and Genetics
pp 1-2
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
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1 - Toward a grounded synthesis of mind, brain, and education for reading disorders: an introduction to the field and this book
pp 3-15
- By Kurt W. Fischer, Charles Warland Bigelow Professor and Director of the Mind, Brain, and Education Program Harvard Graduate School of Education, Mary Helen Immordino-Yang, Postdoctoral Fellowship Brain and Creativity Institute and the Rossier School of Education, University of Southern California, Deborah Waber, Director of Research in the Department of Psychiatry Children's Hospital Boston; Associate Professor (Psychology) Department of Psychiatry, Harvard Medical School
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2 - An evolutionary perspective on reading and reading disorders
pp 16-29
- By Mary Helen Immordino-Yang, Postdoctoral Fellowship Brain and Creativity Institute and the Rossier School of Education, University of Southern California, Terrence W. Deacon, Professor of Biological Anthropology and Linguistics University of California, Berkeley
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Essay: Brain volume and the acquisition of adaptive capacities
pp 30-36
- By Verne S. Caviness, Chief of the Division of Pediatric Neurology Massachusetts General Hospital; Joseph and Rose Kennedy Professor of Child Neurology and Mental Retardation Harvard Medical School
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3 - The genetics of dyslexia: what is the phenotype?
pp 37-58
- By Albert M. Galaburda, Emily Fisher Landau Professor of Neurology and Neuroscience Harvard Medical School; Chief of the Division of Behavioral Neurology Beth Israel Deaconess Medical Center, Gordon F. Sherman, Executive Director Newgrange School and Education Center in Princeton, NJ
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Part II - Reading and the Growing Brain: Methodology and History
pp 59-60
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
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4 - A brief history of time, phonology, and other explanations of developmental dyslexia
pp 61-79
- By Maryanne Wolf, Director of the Center for Reading and Language Research and Professor of Child Development Tufts University, Jane Ashby, Researcher University of Massachusetts, Amherst
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5 - Approaches to behavioral and neurological research on learning disabilities: in search of a deeper synthesis
pp 80-100
- By Robbie Case, Professor of Education (Emeritus) and Director of the Institute of Child Study University of Toronto
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6 - Growth cycles of mind and brain: analyzing developmental pathways of learning disorders
pp 101-123
- By Kurt W. Fischer, Charles Warland Bigelow Professor and Director of the Mind, Brain, and Education Program Harvard Graduate School of Education, L. Todd Rose, Doctoral Candidate Harvard Graduate School of Education, Samuel P. Rose, (Deceased) Taught University of Colorado
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Essay: Cycles and gradients in development of the cortex
pp 124-132
- By Robert W. Thatcher, Director of the NeuroImaging Laboratory Bay Pines VA; Adjunct Professor of Neurology University of South Florida College of Medicine
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7 - Brain bases of reading disabilities
pp 133-147
- By Francine Benes, Professor of Psychiatry McLean Hospital, Juliana Paré-Blagoev, Research Scientist The MIND Institute; Assistant Professor University of New Mexico Department of Psychology
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8 - The neural correlates of reading disorder: functional magnetic resonance imaging
pp 148-167
- By Juliana Paré-Blagoev, Research Scientist The MIND Institute; Assistant Professor University of New Mexico Department of Psychology
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9 - Patterns of cortical connection in children with learning problems
pp 168-175
- By Frank H. Duffy, Associate Professor of Neurology Harvard Medical School; Director of the Clinical Neurophysiology Laboratory Children's Hospital Boston
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Essay: The role of experience in brain development: adverse effects of childhood maltreatment
pp 176-178
- By Martin H. Teicher, Associate Professor of Psychiatry Harvard Medical School; Director of the Developmental Biopsychiatry Research Program McLean Hospital
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Part III - Watching Children Read
pp 179-180
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
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10 - Finding common ground to promote dialogue and collaboration: using case material to jointly observe children's behavior
pp 181-195
- By Jane Holmes Bernstein, Senior Associate in Psychology/Neuropsychology Children's Hospital Boston
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11 - Analyzing the reading abilities of four boys: educational implications
pp 196-216
- By Susan Brady, Professor of Psychology University of Rhode Island; Senior Scientist Haskins Laboratories
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12 - First impressions: What four readers can teach us
pp 217-226
- By Benita A. Blachman, Trustee Professor of Education and Psychology Syracuse University
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13 - Analysis of reading disorders from a neuropsychological perspective
pp 227-242
- By H. Gerry Taylor, Professor of Pediatrics Case Western Reserve University
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14 - An educational/psychological perspective on the behaviors of three children with reading disabilities
pp 243-252
- By Joseph K. Torgesen, W. Russell and Eugenia Morcom Chair of Psychology and Education, Director of the Florida Center for Reading Research Florida State University
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Part IV - Reading Skills in the Long Term
pp 253-254
- By Kurt W. Fischer, Charles Warland Bigelow Professor of Education and Human Development and Director of the Mind, Brain, and Education Program Graduate School of Education, Harvard University, Jane Holmes Bernstein, Developmental Neuropsychologist Children's Hospital Boston, Mary Helen Immordino-Yang, Studies the Neuroscience The Brain and Creativity Institute, University of Southern California
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15 - The importance of comprehension in reading problems and instruction
pp 255-260
- By Joseph C. Campione, Professor of Education (Emeritus) University of California, Berkeley
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Essay: Bring reading research to the trenches
pp 261-263
- By Sandra Priest Rose
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16 - What successful adults with dyslexia teach educators about children
pp 264-281
- By Rosalie Fink, Professor of Literacy Lesley University
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Mind, Brain, and Education in Reading Disorders

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Contents

Frontmatter
pp i-viii

Contents
pp ix-xi

List of figures
pp xii-xiii

List of tables
pp xiv-xiv

List of contributors
pp xv-xvi

Acknowledgements
pp xvii-xviii

Part I - What is Reading, and What are Reading Disorders? Looking to Neuroscience, Evolution, and Genetics
pp 1-2

1 - Toward a grounded synthesis of mind, brain, and education for reading disorders: an introduction to the field and this book
pp 3-15

2 - An evolutionary perspective on reading and reading disorders
pp 16-29

Essay: Brain volume and the acquisition of adaptive capacities
pp 30-36

3 - The genetics of dyslexia: what is the phenotype?
pp 37-58

Part II - Reading and the Growing Brain: Methodology and History
pp 59-60

4 - A brief history of time, phonology, and other explanations of developmental dyslexia
pp 61-79

5 - Approaches to behavioral and neurological research on learning disabilities: in search of a deeper synthesis
pp 80-100

6 - Growth cycles of mind and brain: analyzing developmental pathways of learning disorders
pp 101-123

Essay: Cycles and gradients in development of the cortex
pp 124-132

7 - Brain bases of reading disabilities
pp 133-147

8 - The neural correlates of reading disorder: functional magnetic resonance imaging
pp 148-167

9 - Patterns of cortical connection in children with learning problems
pp 168-175

Essay: The role of experience in brain development: adverse effects of childhood maltreatment
pp 176-178

Part III - Watching Children Read
pp 179-180

10 - Finding common ground to promote dialogue and collaboration: using case material to jointly observe children's behavior
pp 181-195

11 - Analyzing the reading abilities of four boys: educational implications
pp 196-216

12 - First impressions: What four readers can teach us
pp 217-226

13 - Analysis of reading disorders from a neuropsychological perspective
pp 227-242

14 - An educational/psychological perspective on the behaviors of three children with reading disabilities
pp 243-252

Part IV - Reading Skills in the Long Term
pp 253-254

15 - The importance of comprehension in reading problems and instruction
pp 255-260

Essay: Bring reading research to the trenches
pp 261-263

16 - What successful adults with dyslexia teach educators about children
pp 264-281

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Mind, Brain, and Education in Reading Disorders

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